total wellness a ucla student wellness commission publication
work hard|play hard the truth about
college dating play for adults why adults need recess too
study habits get the most out of studying
emotional eating how to recognize and prevent it
fall 2016 | vol 17 | issue 1
total wellness director
editor-in-chief
Christopher Phan
Omid Mirfendereski
art director
finance director Ruchi Desai
Masumi Padhye Christina Pham Christopher Phan Prasann Ranade Sara Rashidi Jamie Shin Jasmine Sidhu Sabrin Sidhu Michelle Stevens Brigitta Szeibert Rachel Tsao Robert Valencia Celine Vartany Natalie Vawter
managing editor Nancy Vu
web director Rachelle Juan
Alison Jeng
writing Regina Chi Nicole Clarke Kimberly Crickette Ruchi Desai Shriya Didwania Jacqueline Do Katie Farr Yoon Syuk Jun Nicole Kashfian Michelle Kong Stephanie Liu Omid Mirfendereski Payam Mirfendereski Sarah Noorani
copy editor
Payam Mirfendereski
design
finance
marketing
Kenneth Chang Chien Nicole Galisatus Sophia Fang Madison Hoo Alison Jeng Jenna Le Lisa Leung Amir Ljuljanovic Jackie Nguyen Nezia Rahman Edith Ramirez Eunji Song Kandice Tsoi Stephanie Yang
Vivian Chen Ruchi Desai Michelle Ong
Katarina Haines Alexandra Osborn Christopher Phan Vanessa Perea Siri Rallabhandi Nancy Vu
web Alyssa Herman Rachelle Juan Erika Yoon
advisory & review Ravi Aysola, MD
Ping Ho, MA, MPH
Director, UCLA Pulmonary Sleep Medicine Program
Founding Director, UCLArts and Healing
Tammy S. Bathke, MSN, RN
Eve Lahijani, MS, RD
Doctoral Student, UCLA School of Nursing
Nutrition Health Educator, UCLA Office of Residential Life
Adam B. Blake, MA
Doctoral Student, UCLA Department of Psychology
Alicia Yang, RDN
Dietitian, UCLA Center for Human Nutrition
Lisa Christensen, PhD
Psychologist, UCLA Counseling and Psychological Services
Total Wellness is a free, student-run publication and is supported by advertisers, the Student Wellness Commission (SWC), the Undergraduate Students Association (USAC), the Arthur Ashe Student Health and Wellness Center, UCLA Healthy Campus Initiative (HCI), UCLA Recreation, and UCLA Center for East-West Medicine.
total wellness â–Ş fall 2016
Contact 308 Westwood Blvd., Kerckhoff Hall 308 Los Angeles, CA 90024 Phone 310.825.7586, Fax 310.267.4732 totalwellnessatucla@gmail.com www.totalwellnessmagazine.org Subscription, past issues, and advertising rates available upon request. Volume 17, Issue 01 Š 2016 by Total Wellness Magazine. All rights reserved. Parts of this magazine may be reproduced only with written permission from the editor. Although every precaution has been taken to ensure the accuracy of the published material, Total Wellness cannot be held responsible for the opinions expressed or facts supplied by authors. We do not necessarily endorse products and services advertised. The information in Total Wellness is not intended as medical advice and should not replace the advice of your physician. Always consult a health care provider for clarification.
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meet the
committees of
The Body Image Task Force’s mission is to spread self acceptance and positive body image, which encompasses mental, physical, and emotional health. Love yourself and be confident in who you are!
[Bruin Consent Coalition]
BCC’s goal is to promote consensual sex, effective bystander intervention, and access to university resources that support survivors of sexual assault.
HNF is devoted to hosting fun and educational events that promote proper nutrition, an active lifestyle, and overall well-being.
Active Minds holds workshops and events to educate students and the surrounding Los Angeles community on the importance of mental health.
SEARCH (Student Education And Research of Contemporary Health) researches health topics pertinent to the UCLA student body to create interesting and educational events.
BRUIN RUN/WALK
Bruin Run/Walk puts on an annual 5K charity run to raise awareness and funds to support the Chase Child Life Program at the Mattel Children’s Hospital UCLA.
The CPR and First Aid Program offers low-cost American Heart Association CPR and First Aid courses to the UCLA community ($10 for UCLA students, $15 for community members).
The Sexperts committee is dedicated to increasing the awareness of genderrelated health issues, stigmas, and identity at UCLA and beyond.
EARTH is committed to promoting student awareness about the dynamic relationship that exists between individual health and the health of the environment.
“SHA”s are trained to educate other students about various health issues including relationships and communication, stress management, body image, and alcohol harm reduction.
Total Wellness is dedicated to spreading awareness of and sharing knowledge on issues of student health and health care through quarterly magazine publications.
know your resources! Each committee within SWC holds health-related programs throughout the year for the UCLA student body. Like us on Facebook or visit swc.ucla.edu to learn more, and never miss an opportunity to improve your health!
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Aids Awareness works to increase campus awareness and knowledge of HIV/AIDS and promote safe sex practices.
contents total wellness â–Ş fall 2016
issue 01•fall 2016
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06
07
10
message from the director & editor’s note
words from the commissioner
in the news keeping yourself informed
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14
18
23 body in focus cholesterol
27
eat well emotional eating
32
37
41
47
feature sleep habits
self care play for adults
feature study habits
mind well test anxiety
cover story college dating
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q&a homesickness
credits
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a message from the director Dear reader, Fall is in full swing, and we want to welcome you to the new school year with a collegeedition issue of Total Wellness. Whether you are just starting school, transferring from another institution, or returning to a familiar campus, there is something you can learn by looking at what the scientific literature says about school life and wellness. From small choices such as picking which dining hall to eat at to big decisions such as deciding on a major, college can be daunting. While college can be hard, staying healthy as a college student doesn’t have to be. By reading our selected articles on relevant issues that range from how to study without the stress (page 41) and play well (page 14), to why you shouldn’t cope with emotional eating (page 27) and what you can do to improve your quality of sleep (page 37), you can learn to live a balanced lifestyle during your college years. To find out more about what we are up to next, connect with us on Instagram (@uclatotalwellness) and like us on Facebook (/uclatotalwellness) to get our weekly updates on #FunFactFriday for tips on how to build healthy habits. Be sure to check out our website (totalwellnessmagazine.org) or browse our previous publications at issuu.com/totalwellnessmagazine for the latest in Total Wellness. As always, our writers and editors have teamed up to examine topics that pertain to life on campus to ensure that you get the most relevant and up-to-date information, and our designers have collaborated to make your reading experience an enjoyable one. We hope that you have a wonderful start to the school year and work hard, play hard! Cheers to your health, Christopher Phan Director
editor’s note Hello readers! As another school year works its way, you’re probably going through a range of emotions—excitement, nervousness, and maybe even fear. You probably have a lot of questions. If you’re a new student, how will you adapt to dorm life? How will you deal with homesickness and college coursework? If you’re a returning student, how will you manage your busy schedule? How will you change your studying, eating, or sleeping habits for the better?
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In this issue of Total Wellness, we aim to answer at least some of your questions. We hope to be a reliable guide as you navigate what may seem like the murky waters of a new school year. Our writers have put together information on homesickness (page 11), test-taking anxiety (page 18), dating (page 32), and many more interesting and useful topics. We hope that you can use the advice and tips in our articles to ease your transition into the 2016-2017 academic year and, more importantly, place a renewed focus on your health. Whether you’re looking for ways to better deal with stress or experimenting with new methods to improve your studying, you will find something in this issue that appeals to you and your well-being goals. We know that even after reading our articles, you will likely have some questions left unanswered. We encourage you to contact us if you would like more information about any topic or if you would like to see us tackle a specific subject in our next issue. Also, be sure to be on the lookout for our distribution and fundraising events in the months to come. We would love to meet you, play Total Wellness trivia games with you, and personally hand you copies of our magazine. Wishing you all the best in the coming year, Omid Mirfendereski Editor-in-Chief
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words from the commissioner Hi Bruins! Welcome to the beginning of the 2016-2017 school year, and to Volume 17 of Total Wellness! We here at the Student Wellness Commission (SWC) are so excited to show you our 150+ programs to expand the availability, knowledge, and resources of health and wellness on campus in the upcoming year! We are incredibly grateful for the passing of the #UCLAwellness referendum this past spring: with these funds, UCLA’s Counseling and Psychological Services (CAPS) is now able to receive over $130,000 this year to aid their efforts in providing mental health and illness resources for our students. These are great strides in prioritizing mental health, which is something that affects not few, but all of us, especially in this driven, hardworking population of students and staff at UCLA. The Student Wellness Commission will also be able to receive and utilize funds in supporting the bodily autonomy of our students by working to provide free hygiene products, such as pads and tampons, as well as towards furthering our programming efforts to help and empower students by providing them with the tools and resources to succeed in their careers here. The Student Wellness Commission has been working hard since its introduction to the campus in 1964, and currently, our 12 committees work diligently and passionately to serve the needs of the students on campus. Whether it’s through reporting on the latest findings in health, hosting workshops and classes, facilitating open discussions to fight stigma, fundraising, organizing, programming, advocating, or educating, SWC has been fully devoted to making UCLA a healthier campus by addressing all aspects of student health and by nurturing a culture of empathy and support. In this upcoming year, SWC hopes to support you in a path to not only health, but beyond: to a greater and more holistic wellness. Wishing you well,
total wellness â–Ş fall 2016
Christina Lee Student Wellness Commissioner
Total Wellness is a division of the Student Wellness Commission that is dedicated to spreading awareness of and sharing knowledge on issues of student health and health care. By providing an understanding of health and lifestyle issues, elucidating health concepts, providing recommendations for physical, mental, and social well-being, and making visible and accessible various health resources, programs, and events occurring at UCLA, Total Wellness seeks to empower students with up-to-date and accurate knowledge on the appropriate management of their health.
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leadership
NANCY VU Managing Editor
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ALISON JENG Art Director
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RUCHI DESAI Finance Director
RACHELLE JUAN Web Director
cover: ryanjlane/istockphoto
PAYAM MIRFENDERESKI Copy Editor
All registered UCLA students have access to The Ashe Center, with or without UC SHIP.
Student Health & Wellness Center
WHAT
OUR SERVICES
(310) 825-4073
Primary Care Women’s Health ASAP Clinic Specialty Clinics Immunizations Lab & Radiology Travel Clinic
COMING JANUARY 2017
WHERE
The Arthur Ashe Student Health & Wellness Center is relocating its pharmacy services into the Ackerman Union, A- Level. Your new pharmacy will feature new, extended hours, faster service and more selection.
HOURS
HOW
SCHEDULING APPOINTMENTS
Online
Ashe Patient Portal
By Phone
In Person
1st Floor Scheduling Station
www.studenthealth.ucla.edu
Acupuncture/ Massage Physical Therapy EXPANDED SERVICES (Ackerman Union)
U See LA Optometry Bruin Health Pharmacy
The Ashe Center is conveniently located in Bruin Plaza, right in the center of campus!
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TH E ASH E C E N T E R
Monday - Thursday Saturday 8am - 5:30pm 9am - 12pm* *check website Friday for details on 9am - 4:30pm Saturday clinics.
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in the news
keeping yourself informed by omid mirfendereski & payam mirfendereski | design by alison jeng
social media use may increase longevity Stronger social networks in the real world predict longer lives. Do stronger social networks in the online world predict the same? A study led by researchers at the University of California, San Diego suggests yes.1 The study found that people who were active on Facebook lived longer than people who were not. In addition, individuals who had larger friend networks on the social media site lived longer than their counterparts who had smaller friend networks. Mortality levels were lowest for Facebook users who had the most offline social interaction, evidenced by photograph posts, but not necessarily for Facebook users who had the most online social interaction, evidenced by message posts. What is interesting is that friend requests and longevity were associated, with those who received a greater number of friend requests experiencing a lower risk for mortality. The researchers suggest that social media sites such as Facebook offer a means to maintain social relationships and that online social networks may express some of the same features as real-world social networks. It is important to note, however, that the study was a correlational one and that other factors such as socioeconomic status may play a role in the reduced mortality risk seen in Facebook users.2
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survey reveals that a quarter of college students are hungry Between March and May 2016, several national campusbased organizations carried out a survey on food insecurity among college students. The results of the survey, published in October 2016, reflect the responses of 3,765 students at various colleges across 12 states. A total of 8 community colleges and 26 four-year colleges are represented in the survey, including UCLA and 6 other UC campuses. The survey provides some shocking statistics. Almost half of the student respondents were found to have experienced food insecurity within the past month, and almost a quarter reported levels of food insecurity that would qualify them as hungry. Food insecurity was found to be associated with other socioeconomic factors, including housing insecurity, college type, and race. Food insecure students indeed tended to have problems acquiring or paying for housing, and food insecurity was more common within community colleges and among students of color. Food insecurity represents a common problem that can take a toll on academics as well as performance in work and other domains. The 2016 national survey on food insecurity can serve as a wake-up call for our higher education system to start researching and implementing strategies to combat student hunger and provide better resources for students struggling to maintain a healthy diet.3,4
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the way you think about exercise may be as important as exercise itself There is little doubt that exercise can be beneficial to your health. But does the way you approach exercise make a difference? Research done at the University of Freiburg in Germany suggests that exercise is more beneficial when people have a positive attitude toward it.5 In the study, subjects who already believed that physical exertion would have positive effects received greater pleasure from an exercise activity, along with greater improvement in mood and greater reduction in anxiety, than subjects who were less optimistic from the outset. Based on data obtained from electroencephalogram (EEG) recordings, subjects who had more positive attitudes before the exercise task also exhibited more relaxed neuronal firing. The study suggests that beliefs and expectations may determine the extent to which the benefits of exercise are realized, and these beliefs and expectations may have significant consequences for personal health.6
dogs can help students cope with homesickness A 2016 study assessed the effects of dog therapy on homesickness among first-year college students at the University of British Columbia. Of the 44 students recruited for the study, half were assigned to 45-minute dog therapy sessions once a week for 8 weeks while half served as a control group. The researchers found that the dog therapy sessions improved quality of life and reduced homesickness after the 8-week period. The control group, on the other hand, ended up with greater levels of homesickness at the conclusion of the 8-week period than before the study. The researchers suggest the social interactions with dogs, handlers, and other homesick study participants during the dog therapy sessions to be the source of the observed decrease in homesickness within the trial group. There are substantial implications for the apparent effectiveness of dog therapy in alleviating homesickness. Homesickness is associated with higher dropout rates for first-years, so interacting with our furry four-legged friends, if truly therapeutic, may prove to be a sustainable strategy for maintaining health and academic success for those of us struggling with homesickness.7
References 1. “Live Long and ... Facebook?” www.sciencedaily.com. (2016). 2. “Online social integration is associated with reduced mortality risk.” Proc Natl Acad Sci USA. (2016). 3. “1 in 4 College Students Is Hungry: Survey.” medlineplus.gov. (2016). 4. “Hunger on Campus: The Challenge of Food Insecurity for College Students.” The Student Pirgs. (2016). 5. “Believe it or not: Exercise does more good if you believe it will.” www.sciencedaily.com. (2016). 6. “Expectations affect psychological and neurophysiological benefits even after a single bout of exercise.” J Behav Med. (2016). 7. “For College Freshmen, Four-Legged Friends Chase Away Homesickness.” medlineplus.gov. (2016). . “For College Freshmen, Four-Legged Friends Chase Away Homesickness.” medlineplus.gov. (2016).
Q&A:
q&a
homesickness by nancy vu| design by alison jeng
You’ve just moved into college, and you feel like you’re ready to roll. You’ve got a brandnew comforter set to fit your twin XL bed, a shower caddy to survive your floor’s communal bathroom, and a laundry bag to (unfortunately) do your own laundry. You’ve met your roommate, checked in with your RA, and mapped out your classes on campus. You’re prepared to mingle with new friends, use up a lot of money on textbooks, and spend long nights studying. You think you’re ready to tackle whatever the new college life has in store for you. But wait, what’s this? You feel a strange aching in your chest and a lump in your throat. You start to crave home-cooked meals and find yourself thinking about your family and old friends all the time. You admit to yourself that you’re homesick. But guess what? Feeling like this is totally normal! Here are some answers we’ve dug up for common questions you may have about this very real experience.
A: Homesickness can be defined as the distress or impairment caused by actually being separated from home or anticipating being away from home.1 It’s the nostalgia and the longing for things you’re familiar with, such as your family, friends, house, or pets. People may experience homesickness in varying degrees, from mild to severe. Homesickness may be felt by children adjusting to summer camp, students moving into college, and adventurers traveling abroad.
Q: what are some signs that I might be homesick? A: You may find yourself thinking about home a lot and feeling sad, lonely, or insecure. You might also feel anxious and withdraw from those around you, feeling as though you don’t belong in your new environment. It might be difficult for you to adjust to your surroundings and to get into a comfortable routine. Intense homesickness may be associated with more significant symptoms of anxiety and depression. It can intensify pre-existing mood and anxiety disorders, cause new mental and physical health problems (such as insomnia and appetite changes), and sometimes lead students to withdraw from school. Homesickness may also result in difficulty concentrating, memory lapses, and social isolation.1 If you think you might be experiencing severe homesickness that’s beginning to affect your everyday life, do not hesitate to contact a healthcare professional.
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Q: what exactly is it?
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Q: am I the only one feeling this way? A: Absolutely not! You’re not alone — results from the UCLA Higher Education Research Institute show that feeling lonely, isolated, and homesick are common experiences for new college students. In fact, more than 65% of first-year college students report feeling homesick.2 As humans, we may tend to gravitate toward the familiar and comfortable and avoid the unfamiliar and uncertain.3 Therefore, being away from what you consider “home” may cause you to feel a sense of uneasiness. If you think you may be homesick, what you’re feeling is normal, and there are likely others feeling the same way!
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Q: why am I feeling homesick, but some people aren’t?
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A: Homesickness is a normal experience, especially among first-year college students. Chances are you’ve already come across people who’re also feeling homesick but have kept their feelings private. It’s important to realize that homesickness varies from person to person. For example, you may be more likely to develop intense homesickness if you have spent little time away from home, have very close relationships with family and friends from your hometown, or have a tendency to feel anxious in social situations. Students whose hometowns are very different from their new environment might find it particularly difficult to adjust, and some students may experience discrimination that decreases their sense of belonging in college. For example, international students may struggle more than their peers to adjust to college as a result of linguistic and cultural differences, as well as stereotypes about where they are from.1 How far you had to move as well as how happy you are with your new environment have been found to factor into homesickness, too.4
Q: what should I do to feel less homesick? A: Feeling blue? Here are some tips that may help to make your transition from home easier: ❯ Know that what you’re feeling is normal!1 It’s okay to give yourself some time to be sad. Once you acknowledge that you’re homesick, you can start working toward overcoming it. ❯ Go to an orientation sesh! Orientation programs allow you to make friends and familiarize yourself with your new school before classes officially start.1 ❯ Stay in touch! Maintaining connections with family and friends may help you to feel closer to home.5 You might also want to bring pictures of them with you. You may visit home, but try to not rely on going home all the time to help with homesickness.1 ❯ Do something! Participate in student activities, go out with new friends, or exercise and play sports. Activities can help to distract you from missing home, to foster friendships, and to establish a routine, which may aid you in adjusting to your new environment.5 ❯ Talk to someone! Don’t be afraid to talk to a friend, peer advisor, or professional counselor on campus.5 ❯ Think positively! Moving away from home and transitioning into college aren’t easy, but try to embrace the change! Make this your home away from home. You’ll do amazing things here — we’re sure of it!
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bringing it home Homesickness is a natural thing to feel, especially as a college newbie. You may feel down in the dumps and miss your family, old friends, and, of course, home cooking, and you’re not the only one! Dealing with homesickness is a gradual process, so give yourself some time. Getting over it might be easier than you might think. You’ve got this! tw References 1. “Homesickness and adjustment in university students.” J Am Coll Health. (2012). 2. “Findings from the 2007 Administration of Your First College Year (YFCY): National Aggregates.” heri.ucla.edu. (2008). 3. “Cognitive accuracy and intelligent executive function in the brain and in business.” Ann N Y Acad Sci. (2007). 4. “Homesickness, health and efficiency in first year students.” J Environ Psychol. (1985). 5. “Preventing and treating homesickness.” Pediatr. (2007).
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self care
play for adults— is playing childish? by jamie shin | design by jenna le
total wellness ▪ fall 2016
What does the word “play” mean to you? And is there an age limit to “playing?” Research suggests that playtime during adulthood is important for mental and physical health, just as playtime during childhood is essential to proper development.1 Adult play may be an unfamiliar topic outside the clinical context, but as further research is being conducted, the immense benefits that play can offer to adults are being discovered.2 Play, even in its simplest form, may ease troubled minds.
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what is adult play? Play is defined as engagement in an activity for enjoyment and recreation rather than for a serious or practical purpose; therefore, the importance of the act outweighs that of the outcome.3 There is no set definition for “adult play,” but the term is loosely defined as the process of finding pleasure.3 Play is defined more as a state of mind than a set activity. The medium of play can vary from games to music. Although most people are more familiar with competitive play, there are also noncompetitive forms of play that can have positive effects. As mentioned before, play does not seek a specific purpose.3 If we must define the purpose of play, it would be for enjoyment, which ultimately leads to stress relief.
most common types
Adult play is not a new phenomenon. About 49% of American adults play some form of video games, meaning that nearly half of the American adult population is already partaking in adult play knowingly or unknowingly.4 Video games are already deeply integrated into our daily lives. We have access to them from any device, from our smartphones to our computers. Contrary to the belief that video games have no educational benefits, a 2014 article in the Journal of Play suggests that certain video games can be used as a tool in enhancing cognitive and perceptual skills.5 Video games can be used in the real world to train medical professionals and to help rehabilitating patients gain perceptual or cognitive skills.5 The results of a 2008 Acta Psychologica study suggest that compared to non-gamers, gamers perform higher on basic cognitive tests such as mental rotation and short-term memory.6 board games Board games that vary in difficulty and complexity can also stimulate the mind and help people develop better control over emotions. A classic example of commonly played board games is chess. A 2014 article published in the Journal of Play claims that games such as chess not only train the mind, but also guide players to better control their emotions through playful competitiveness.7 Social games such as chess are dependent on the community they occur in; therefore, these games encourage strengthening of social relations.7 creative forms Creative forms of play vary from painting to learning an instrument. Although there is much more research to be done on creative play, the new trend of adult coloring books is an example of how play can be
used to relieve stress.8 Any form of art making can be helpful in maintaining mental health and physical health for adults with stressful lifestyles as long as it allows them to feel at ease. Children often learn instruments to enhance concentration and hand-eye coordination. A 2010 article from the International Journal of Music Education suggests that learning an instrument, regardless of age, exerts a positive influence on various aspects of health, ranging from selfconfidence to concentration.9 A 2015 Psychiatria Danubina article further adds onto the benefits of music by concluding that music contributes to social communication, especially for those who have difficulty in cognitive and sensory processing.10 The comforting nature of music allows participants to receive the maximum therapeutic effects, such as higher self-esteem, and even to strengthen family ties while enjoying themselves.10 The results of a 2007 study published in Applied Psychophysiology and Biofeedback suggest an alternative way to enjoy music and reduce stress: listening to classical music.11 Classical and self-selected relaxing music, compared to silence or heavy metal, reduce the listener’s anxiety.11 Whether it’s playing the instrument or simply listening, the key is that the engagement with music is enjoyable, referring back to the main purpose of play: enjoyment.9 playing in nature Playing outdoors has positive effects not only on the well-being of children but also on that of adults. With tight work schedules and hectic lifestyles, many adults barely have time to enjoy nature. According to the results of a 2007 Urban Forestry & Urban Greening study, exercising in green spaces such as city parks promotes well-being.11 Compared to less strenuous activities, exercise in the form of sports such as biking or playing ball had the best effect in reducing headaches and stress levels.11 The benefits of playing outdoors stretch from increased level of physical fitness to improved quality of life.12
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video games
effects of playing development and growth of social skills Board games like chess emphasize reading the competitor’s thinking process and trying to predict their next move. This training strengthens the players’ ability to think in a social space and heightens their emotional awareness and intuition.7 Players may thus become more adept at handling high stress social situations. Competition is often associated with anxiety and selfjudgement; however, focusing on the playfulness and recreational benefits of games can introduce a new way to lower anxiety.
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More active group play enhances different social skills. A 2007 study published in Social Psychology of Education suggests that communication through group sports such as basketball also has positive effects on cooperation.14 A 2011 article published in the Psychology of Well-Being suggests that playfulness contributes greatly to well-being in adults.15 Playfulness can even serve to ease social situations by releasing the tension.15 physical and psychological therapy
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The most accepted context of adult play is therapy. According to a 2014 article in the Journal of Play, playing in clinical conditions creates a safe
environment for patients to become more selfaware and make healthier changes.17 According to a 2012 article from the Patient Education and Counseling, creative play such as dance can be incorporated into therapy to improve the body image and self-esteem of obese patients.18 By connecting the patients to the familiar ground of childhood, play works as a catalyst to ease patients into opening up to new changes. creative outlets Play, in people of any age, promotes creativity. However, creativity is often associated with childhood and not with adulthood. A 2012 article from the Journal of Religion and Health suggests that, in fact, adulthood is also a creative process in which we must continue to adapt to changing circumstances.19 Childhood play and the resulting creativity lay the foundation for older adults that are learning to adapt to functional loss. Creativity is not only valued in daily life but also in the workforce. Playfulness positively correlates with creativity and ultimately with positive work outcomes.20 Playfulness creates a joyful work environment that allows employees to work efficiently and contribute to innovation and creativity.18 Contrary to the belief that playfulness is only beneficial outside the professional environment, playfulness can indeed be helpful in serious activities. ultimate stress reliever Often, people realize the importance of play when they can no longer handle their stress. Playing non-
didecs/istockphoto
Although it is not as strenuous as exercising outdoors, gardening is another form of outdoor play. The results of a 2010 study published in the Journal of Health Psychology show that gardening effectively reduces stress levels and even heightens positive mood in participants.13
[ playing in college 101 ] ❯❯ resources on campus There is no need to go far when searching for classes to explore your play options. The Ashe Center offers classes from yoga to painting to learning the guitar. If you just want to participate in quick one-day events instead of making long-term commitments, check out programs run by the Campus Events Commission (CEC). CEC has various opportunities available for on-campus entertainment. They host a wide range of free events from movie screenings to concerts. If you want to get more involved on campus, UCLA offers more than 1,000 clubs and organizations, all open for students to explore.
❯❯ do it yourself
competitive sports at the workplace emphasizes the casual and flexible aspect of the game. Different from playing strictly by the rules, casual play allows for imagination and creates an environment where there is no pressure for perfection. Play can work as catharsis, the process of releasing and thereby providing relief from strong or repressed emotions. Mindless activities such as coloring or crafts allow adults to release their stress in the simplest way.
stigma However, the stigma attached to play hinders adults from partaking in its benefits. Play is often seen as immature and even looked down upon as unprofessional. Despite its therapeutic benefits, there are concerns that playfulness is only associated with children. There are many preconceived notions that playfulness in adults is silly, even senseless, but adult play can serve many different purposes, from harnessing creativity to developing social skills.15 bottom line
There are so many ways to play in the comforts of your own home. DIY (Do It Yourself) projects range from creating your own mud pit to decorating your own shoes. Apps and other social media sites offer various ways for you to find the kind of play that excites you most. The main point is that playing doesn’t have to be costly or complicated!
References 1. “Importance of play.” importanceofplay.eu. (2014). 2. “Adult play, psychology and design.” Digital Creativity. (2008). 3. “The Importance of Play for Adults.” psychcentral.com. (2012). 4. “Gaming and Gamers.” pewinternet.org. (2015). 5. “Occupational Safety and Health Administration.” osha.gov. (2013). 6. “Video Games Play That Can Do Serious Good.” J Play. (2014). 7. “The effects of video game playing on attention, memory, and executive control.” Acta Psychol. (2008). 8. “Strategy and Sociability The Mind, the Body, and the Soul of Chess.” J Play. (2014). 9. “Coloring books for adults: we asked therapists for their opinions.” theguardian.com. (2015). 10. “The power of music: Its impact on the intellectual, social and personal development of children and young people.” Int J Mus Educ. (2010). 11. “ A holistic approach on the neurological benefits of music.” Psychiatria Danubina. (2015). 12. “Coping with Stress: The Effectiveness of Different Types of Music.” Appl Psychophysiol Biofeedback. (2007). 13. “Restoration and stress relief through physical activities in forests and parks.” Urban Forestry Urban Green. (2007). 14. “The Routledge Handbook of Planning for Health and Well-Being.” (2015). 15. “Gardening promotes neuroendocrine and affective restoration from stress.” J Health Psychol. (2010). 16. “Cooperative group learning in a team game: role of verbal exchanges among peers.” Soc Psychol Educ. (2007). 17. “The virtuousness of adult playfulness: the relation of playfulness with strengths of character.” Psychol Wellbeing. (2011). 18. “Clinical Intuition at Play.” J Play. (2014). 19. “Dance therapy improves self-body image among obese patients.” Patient Educ Couns. (2012). 20. “Child’s play: the creativity of older adults.” nih.gov. (2012). 21. “Playfulness and innovation—A multilevel study in individuals and organizations.” IEEE Xplore.
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Overall, play is important for people of all ages, from children to adults. In children, play sets the foundations for further development and in adults, play contributes to the maintenance of well-being. Contrary to popular belief, play is not a luxury, but a necessity. Maintaining a playful attitude regardless of age is the key to our well-being. The reason behind playing is not to develop certain skills, but simply to enjoy oneself—to play for the sake of playing. t w
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mind well
test-taking anxiety: what it is and how to fight it by jeffrey yeung | design by jackie nguyen
total wellness â–Ş fall 2016
At UCLA, especially with the quarter system, we’re stuck in what seems like an endless storm of midterms and finals. This sometimes gets the best of us by breeding test-taking anxiety. But what exactly does test-taking anxiety entail? This article delves into the hows and whys of testtaking anxiety while providing meaningful and realistic ways to combat it.
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prevalence
what is test-taking anxiety? As the name implies, test-taking anxiety is the anxiety that comes with taking tests. Although some amount of stress and anxiety before a test can help one stay alert during an examination, test-taking anxiety becomes a problem when it starts interfering with a student’s overall well-being. Test-taking anxiety has the potential to affect people of all ages, including middle schoolers, high schoolers, college students, and even employees who have to take tests for career advancement purposes. Test-taking anxiety can also come about for different types of examinations, including high-impact standardized tests such as the SAT and other assessments such as driving tests.
Since exams form such a core part of a student’s life, many students experience test-taking anxiety at one point or another in their education. In fact, the American Test Anxieties Association reports that 20% of students have high test-taking anxiety and that another 16% have moderately high test-taking anxiety.1 symptoms Common symptoms of test-taking anxiety include high heart rate and high breathing rate. When the anxiety grows to an extreme degree, more serious symptoms such as insomnia might also occur.2
why does test-taking anxiety occur? On the most fundamental level, test-taking anxiety exists because as students, we are typically required to take examinations that 1) are used as institutional markers of success and 2) play an important role in determining our futures. Since many classes at UCLA are curved, high grades are capped and an implicit comparison is made among different students. Students then start pitting themselves against each other and fall prey to comparative thinking (i.e. “I’m not as smart as someone who scored better than me on this test”) and, as a result, start to feel badly about themselves and their abilities.2
total wellness ▪ fall 2016
Students can also develop test-taking anxiety when they feel as though they have prepared to the best of their ability but still do not perform at the level they expected. Other times, parental pressure acts as a direct trigger for test-taking anxiety. For example, a 2012 study published in the International Journal of Psychological Studies examined the impact of parental socioeconomic status and pressure on student test-taking anxiety. The authors concluded that there is a significant positive correlation between parental pressure and test-taking anxiety.3 That is, parents with high socioeconomic status who come from traditionally prestigious occupations such as law and medicine tend to have children with higher levels of test-taking anxiety. Students may develop test-taking anxiety due to their desire to perform well in order to meet their parents’ expectations.
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effects of test-taking anxiety interferences with academic performance
interferences with self esteem
One of the most direct effects of test-taking anxiety is the inability to perform well. In fact, according to the American Test Anxieties Association, high test-taking anxiety often reduces working memory, confuses reasoning, increases mistakes, and lowers test scores. Students with high test-taking anxiety perform below their peers who do not have anxiety, and this is typically because students with high test-taking anxiety may not be performing at a level that demonstrates their true competence.1
The effects of test-taking anxiety manifest themselves in other aspects of academic performance as well. A 2015 study published in the British Journal of Arts and Social Sciences used both qualitative and quantitative statistical methods to evaluate the relationship between test-taking anxiety and academic achievement. Researchers involved in the study concluded that there is a strong negative correlation between test scores and test-taking anxiety. Furthermore, the study suggested that students with test-taking anxiety generally have far lower levels of self-esteem, revealing just how much of a toll test-taking anxiety can take on an individual’s morale.6
interferences with learning
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total wellness ▪ fall 2016
Test-taking anxiety might also interfere with learning in general. A 2004 study published in Applied Cognitive Psychology examined the effects of test-taking anxiety on students’ memory and test performance. Researchers concluded that test-taking anxiety interferes with learning through deficiencies in the retention and retrieval of information from previously stored memories. This suggests that learning environments in which a student is or will eventually be required to take a high-anxiety test might not be the most conducive to long-term learning.4 Interestingly, up and coming computerized tests seem to have a negative effect on the academic performance of those who have test-taking anxiety. A 2013 study published in the Journal of Education and Training Studies suggests that the computeradaptive test (CAT), a testing method proposed by the Common Core, may not accurately capture a student’s abilities because it does not validly represent the skills of those with test-taking anxiety.5
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how to combat test-taking anxiety To deal with test-taking anxiety, one should first try to determine why exactly one has this anxiety. Test-related anxiety comes in many forms, but its root causes are usually feelings of underpreparedness, negative comparisons with others who might seem more accomplished, fear of failure, and poor test performance history.
relax! To reduce test-taking anxiety, students can feel free to participate in activities that are relaxing, such as yoga and meditation, so as to ease their minds and ensure that they are at peace with themselves. A study discussed in a 2010 review in the Eastern Education Journal examined testtaking anxiety in primary, secondary, and high school students. The study concluded that students who received relaxation training experienced less test-taking anxiety after the treatment, while students in the control group showed no changes in test-taking anxiety.7
establish a pre-test routine Test-takers might also want to establish a pre-test routine, something they could do just before a test to relax themselves, because this can help them get their minds into “the zone” just before taking a test. Some common pre-test routines include meditation, going on a run before a big exam, and sleeping and waking up at the same time before every test. Stress levels tend to decrease when the student goes into a test after having been in a comfortable and familiar setting.7
prepare beforehand
total wellness ▪ fall 2016
Interestingly, it seems that sometimes, test-taking anxiety can be dealt with—or at least reduced—the moment a student receives a test. One 2014 study from Applied Cognitive Psychology asked students to look through all the problems on a test and allow the questions to sink in before starting to solve the first problem. The study found that when students looked through all the problems in detail before starting to write, their anxiety levels generally decreased.8
Finally, test-takers should also get enough food, water, and sleep. It goes without saying that a healthy physical body should act as the perfect medium to allow you to perform well!
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References
bottom line
total wellness ▪ fall 2016
At the end of the day, test-taking anxiety is best dealt with by engaging in activities that can help you relax and get you into “the zone” before an exam. Focus on activities that make you happy, and don’t be afraid to seek help and talk to your professors if you are struggling with the material. Don’t psych yourself out and let past failures define your future performance. Believe in yourself, go into every test with confidence, and be on your way to performing to the best of your ability! t w
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. “American Test Anxieties Association: Is It Serious?” amtaa.org. (n.d.). “Test Anxiety: Symptoms.” adaa.org. (n.d.). “Impact of Parent’s Socioeconomic Status on Perceived Parental Pressure and Test Anxiety among Chinese High School Students.” Int J Psychol Stud. (2012). 4. “The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure.” Appl Cog Psychol. (2004). 5. “Test Anxiety, Computer-Adaptive Testing and the Common Core.” J Educ Train Stud. (2013). 6. “Test Anxiety, Self-Esteem, Gender Difference, and Academic Achievement: The Case of the Students of Medical Sciences at Sudanese Universities: (A Mixed Methods Approach).” Brit J Art Soc Sci. (2015). 7. “Effective Interventions on Test Anxiety Reduction: A Meta-Analysis.” Eastern Educ J. (2010). 8. “A Quick and Easy Strategy to Reduce Test Anxiety and Enhance Test Performance.” Appl Cog Psychol. (2014). 1
2. 3.
body in focus
cholesterol 101 by katie farr | design by kandice tsoi
total wellness ▪▪ fall 2016
Got high cholesterol? Don’t know what cholesterol is or how to control it? If you’re interested in checking in with your body and leading a healthier lifestyle, it is vital to be aware of your cholesterol. First off, it is important to know that cholesterol affects individuals differently based on their genetic background, diet, exercise level, and degree of alcohol and coffee consumption. There are ways to reduce unhealthy cholesterol levels or maintain healthy ones by paying attention to these certain key factors. Read on to discover how to become aware of your cholesterol!
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what is cholesterol? Cholesterols are waxy substances produced by the liver that float in the blood. They are key components in the production and secretion of the vital enzymes and hormones aldosterone, cortisol, estrogen, cortisone, progesterone, testosterone and ubiquinone. From its home base in the adrenal glands, cholesterol, in the form of steroid hormones, manages weight, sex, digestion, bone health, and mental status. Cholesterol lends its powers to brain function by providing a myelin sheath structure for nerve impulse conductivity. Cholesterol also works to produce bile in the liver. With the help of bile, our bodies can properly digest the foods we eat. Low cholesterol levels can affect bile production, causing undigested foods—specifically, fats—to enter the bloodstream and cause blockage in the arteries. Beyond its role in hormone production and secretion and bile production, cholesterol is a building block in every cell in the body. Changes in the amount of cholesterol can affect cells, causing a shift in metabolic functions and, consequently, food intake and digestion.1, 2
types of cholesterol
total wellness ▪ fall 2016
There are two types of cholesterol that contribute to total cholesterol levels in the body. Total cholesterol is defined by HDL cholesterol, which is associated with high-density lipoproteins, and LDL cholesterol, which is associated with low-density lipoproteins. Lipoproteins are molecules that carry cholesterol into the blood. HDL cholesterol is considered “good” cholesterol because it absorbs other forms of cholesterol, carries them to the liver, and assists in detoxification, decreasing the risk of heart disease and stroke. LDL cholesterol, on the other hand, is considered “bad” cholesterol due to its strong correlation with heart disease. LDL, although found naturally in the body, can cause plaque build-up in the arteries if found at high levels. Doctors will talk about your total cholesterol in conjunction with your triglyceride levels. Triglycerides, although not a part of total cholesterol, reflect the amount of fat in the blood. Triglycerides constitute a type of fat found in blood that is used for energy, and they are the product of excess calories.2
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how to check your risk Doctors will check LDL, HDL, and triglyceride levels in your blood in order to determine if there is a healthy amount of cholesterol in a your body. A normal range for total cholesterol is less than 200 mg/dL, with LDL levels between 100 and 129 mg/dL and HDL levels between 50 and 60 mg/dL. There are specific combinations of LDL, HDL, and triglycerides that can determine your risk for heart attack or stroke. People who are 20 years old or older and have not been diagnosed with heart disease are recommended to get their blood tested every 5 years.3
consequences of high cholesterol According to the American Heart Association (AHA), high cholesterol increases your risk for coronary heart disease, heart attack, and stroke.4 CDC data indicate that in the U.S. alone, 31.7% of adults have high LDL and nearly 31 million adults have total cholesterol levels higher than 240 mg/dL. Individuals with high cholesterol are at double the risk for heart disease, in comparison to those with normal levels of cholesterol.
what affects cholesterol levels? cafestol in coffee oil
diet There is much debate regarding whether dietary cholesterol does in fact affect serum cholesterol levels. The American Heart Association indicates that saturated fats raise your total and LDL cholesterol, or the “bad” cholesterol. Most saturated fats come from animal products such as beef, chicken, lamb, poultry, and dairy. A few plant foods also contain saturated fat, such as coconut oil, cocoa butter, and palm oil. The AHA recommends reducing saturated fat to no more than 5 or 6% of total daily calories.7
exercise A study published in the Journal of Behavioral Medicine revealed a correlation between cholesterol in the blood and both aggressiveness and dominance in low-physically fit subjects compared with high-physically fit subjects. Lowphysically fit subjects who exhibited aggressiveness and dominance also had higher levels of total blood cholesterol. High-physically fit individuals, on the other hand, showed no associations between dominance and total blood cholesterol. Based on this study, we can conclude that exercising may result in lower total blood cholesterol in people with certain types of personalities.9
alcohol consumption A study published in Circulation in 2000 concluded that alcohol intake increases HDL in a dose-dependent manner. The study compared subjects that were given vodka in fixed amounts ranging from 0.20 to 0.81 kg and those who were not given any vodka. HDL concentrations increased 18% in the subjects who were given alcohol. Although small doses of alcohol can increase “good” cholesterol, drinking alcohol comes with many risks.8
total wellness ▪ fall 2016
Coffee beans contain a diterpene (an antimicrobial and antiinflammatory chemical) called cafestol that is known to raise plasma cholesterol concentrations in humans, according to a 2000 study published in the Journal of Nutritional Biochemistry. Daily consumption of 2 g of coffee oil, which contains 60 mg of cafestol, increases plasma cholesterol concentrations by 28%. The cholesterol-raising effect of diterpenes from coffee oil seems to be specific to humans and primates.5,6 Although it may take a few cups of coffee for the amount of cafestol to raise your cholesterol, you can filter it through paper filters in drip coffee machines to be on the safe side. So to reduce your intake of plasma cholesterol, try making your coffee with a normal drip machine rather than with a French press.
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how to lower cholesterol
reduce intake of saturated fats to 5 to 6% of total daily calories Replacing meat with plant-based protein options such as beans, rice, tofu, or quinoa a few times a week can help reduce your overall consumption of saturated fats. When making baked goods, you can replace oils and butters with applesauce or mashed bananas.
exercise regularly With your doctor’s OK, aim to include 40 minutes of moderate physical activity 3 to 4 times a week to raise good (HDL) cholesterol.10
filter your coffee Drip-filtered coffee removes the hypercholesterolemic factor (i.e. cafestol) in coffee. French presses may look fancy, but if you’re watching your cholesterol, switch to normal dripbrewed coffee with a filter.11
drink alcohol in moderation
bottom line Various factors can affect the amount of cholesterol in your body. You are partially in control of your cholesterol, so it is important to educate yourself and monitor the variables that contribute to high cholesterol. Being aware of these factors and the history of your family’s cholesterol levels can keep you can keep you in a safer cholesterol zone. t w
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References 1. “The Importance of Vitamin D for Normalizing Your Cholesterol Levels.” mercola.com. (2014). 2. “Why Do We Need Cholesterol?” livestrong.com. (2014). 3. “High Cholesterol Levels.” everydayhealth.com. (2015). 4. “Why Cholesterol Matters.” heart.org. (2014). 5. “The hypercholesterolemic effect of cafestol in coffee oil in gerbils and rats.” J Nutr Biochem. (2000). 6. “Coffee oil consumption does not affect serum cholesterol in rhesus and cebus monkeys.” J Nutr. (1995). 7. “Top 5 lifestyle changes to improve your cholesterol.” mayoclinic.org. (2015). 8. “Alcohol Consumption Raises HDL Cholesterol Levels by Increasing the Transport Rate of Apolipoproteins A-I and A-II.” Circulation. (2000). 9. “Aggressiveness, dominance, developmental factors, and serum cholesterol level in college males.” J Behav Med. (1995). 10. “Lifestyle Changes and Cholesterol.” heart.org. (2014). 11. “Cholesterol-raising factor from boiled coffee does not pass a paper filter.” J Am Heart Assoc. (1991). 12. “Alcohol misuse.” nhs.uk. (2015).
left: barsse/istock;blondeau/istock;deppe/istock;karandaev/istock
total wellness ▪ fall 2016
It is recommended to drink no more than 14 units of alcohol per week, which look like 6 pints of average-strength beer or 10 glasses of low-strength wine. It’s also advised to distribute those 14 units of alcohol across 3 or more days.12
snack attack:
eat well
how to recognize and prevent emotional eating by sabrin sidhu | design by alison jeng
total wellness ▪ fall 2016
You’re stressed. The solution? Go find a bag of chips, a large extra cheesy pizza, and a pint of ice cream, and you’re good to go! But wait, you might be falling prey to an unhealthy behavior that’s affecting more and more Americans, particularly millennials. According to the American Psychological Association, millennials are more likely than other groups to eat unhealthy foods due to stress, with 50% of those surveyed saying they’ve done so within the last month.1 This is concerning because excessive eating can lead to eating disorders and cardiovascular problems. Because 2/3 of Americans are either overweight or obese, emotional eating is an important issue to consider.2 Read on to discover how you can become a healthy, not an emotional, eater!
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what is emotional eating? Emotional eating is defined as excessive eating in response to negative emotions. Common sources of emotional eating include stress, sadness, anxiety, boredom, and anger. While major issues like child abuse and parental divorce can be sources of emotional eating, even more commonplace problems like final exams and work stress can trigger the behavior.3
factors that influence emotional eating negative emotions
Researchers have found that negative emotions like loneliness, anxiety, and fatigue can trigger overeating in women. All of these negative emotions are shown to correlate with higher reported stress levels. Interestingly, negative feelings don’t actually disappear after an emotional eating episode, indicating that emotional eating isn’t even an effective coping mechanism.3 A 2012 study published in the Frontiers of Psychology found that, in particular, emotional eating in students is caused by stress, anxiety, and even boredom.4 Some common sources of stress for students include too much work, self-image problems, and worries about social life.3
personal factors
A 2014 study published in Personality and Individual Differences found that emotional eating is correlated with low socioeconomic status and a variety of psychological problems. For instance, individuals who have grown up in lowincome neighborhoods or who have suffered from depression are more likely to engage in emotional eating. However, among the variety of factors that influence emotional eating, childhood emotional abuse has been most strongly correlated with emotional eating in adulthood.5
stress and emotional eating what is stress?
total wellness ▪ fall 2016
Stress is a physiological condition in which an individual’s heart rate and blood pressure increase, breathing quickens, and muscles tighten. This response is known as the fight-or-flight response and can be initiated by a number of issues, such as upcoming exams or injury. Stress is associated with numerous psychological problems (that can also trigger emotional eating) like depression and apathy. Feelings of alienation and anxiety, which can be common among college students, are also linked to stress.6
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how does stress affect emotional eating? Stress elevates the release of glucocorticoids, which are hormones released by the adrenal glands.7 This secretion can intensify emotions. Additionally, stress releases a hormone called cortisol that is thought to trigger cravings for foods high in sugar and fat.8 Because food has rewarding properties, hyperpalatable foods are considered “comfort foods” and are often used as a form of self-medication.7 While comfort foods can vary from person to person, they’re usually foods that are sugary and processed, like chips, cake, soda, cookies, and cupcakes.9 Eating these foods reduces stress by releasing a hormone called dopamine, which is correlated with increased feelings of pleasure. However, the effects of dopamine are short-lived, which means you won’t feel the increased pleasure or motivation for long.7
emotional eating in men and women childhood
adulthood
Emotional eating is affected by stressors that appear as early as adolescence. Early emotional eating can result in a long-term struggle with weight. Contrary to popular belief, researchers have found no difference in emotional eating rates between boys and girls. However, a 2010 study in Eating Disorders suggested that in boys, emotional eating is most often the result of confused mood, while in girls, emotional eating is most often the result of stress.3
Fewer independent studies have been conducted on men and emotional eating because of perceived stereotypes. Often, men are unfairly stereotyped as being able to better control their emotions, but it’s important that all individuals, regardless of gender or background, be given equal attention. One of the few studies comparing men’s and women’s eating habits was published in 2016 in the Public Health Nutrition Journal and found that women had higher rates of emotional eating, even though the difference was small. Women, who were generally more concerned about health and appearance, were also more likely to have restrained diets.10 In a 2012 study published in The American Journal of Clinical Nutrition, researchers found that women who feel burnout from their occupation and experience fatigue, cynicism, and disrespect in the workplace engage more frequently in emotional and uncontrolled eating. In order to solve these issues, it is recommended that women deal with burnout first and then address eating issues.11
total wellness ▪ fall 2016
Likewise, a 2015 study in the Nutrition Journal found that low-income women with high stress levels caused by problems such as lack of money and long work hours are more likely to engage in emotional eating and uncontrolled eating.12
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how to cope with emotional eating ❯ A 2009 study published in the Journal of the American Diabetic Association suggests that relaxation training and new technology could be useful in reducing emotional eating symptoms. Relaxation training includes yoga and meditation.13 ❯ Go to Counseling and Psychological Services (CAPS) at UCLA! There is a team waiting to help you with any issue that you have. ❯ Keep a food diary so you can look back at your food choices. You’ll be more likely to notice patterns, such as eating more comfort foods under social pressure or in loneliness. ❯ Talk to a doctor. Make a list of what stresses you out—it may have to do more with what’s going on in your life than with the food itself. To start, try to sort out any relationship conflicts, work stress, fatigue problems, financial pressures, or health problems.14 Here are some additional suggestions from WebMD: ❯ Talk to a friend. ❯ Read a book or magazine, or listen to music. ❯ Go for a walk or jog. ❯ Meditate or do deep breathing exercises. ❯ Play a game. ❯ Do housework, laundry, or yard work.15
bottom line While you might feel tempted to reach for that bag of chips when finals come around, remind yourself that emotional eating is not the best way to deal with your problems. In fact, emotional eating doesn’t reduce stress in the long run and can instead lead to serious health problems. If you’re feeling stressed out and want to reach for a comfort snack, opt for activities that have actually been proven to be successful, like listening to music or exercising. t w
References “Stress and Eating.” apa.org. (2016). “Overweight and Obesity Statistics.” nih.gov. (2010). “Psychological Determinants of Emotional Eating in Adolescence.” Eat Disord. (2009). 4. “Perceptions of emotional eating behavior. A qualitative study of college students.” Appetite. (2013). 5. “The mediating role of emotion dysregulation and depression on the relationship between childhood trauma exposure and emotional eating.” Appetite. (2015). 6. “Stress Symptoms.” webmd.com. (2016). 7. “Stress and Eating Behaviors.” Minerva Endocrinol. (2013). 8. “Why stress causes people to overeat.” Harvard Health Publication. (2012). 9. “The Best and Worst Foods for Your Pantry.” webmd.com. (2015). 10. “Investigating sex differences in psychological predictors of snack intake among a large representative sample.” Public Health Nutr. (2016). 11. “Occupational burnout, eating behavior, and weight among working women.” Am J Clin Nutr. (2012). 12. “Perceived stress, unhealthy eating behaviors, and severe obesity in low-income women.” Nutr J. (2015). 13. “Can relaxation training reduce emotional eating in women with obesity? An exploratory study with 3 months of follow-up.” J Am Diet Assoc. (2009). 14. “Perceived stress, unhealthy eating behaviors, and severe obesity in low-income women.” Nutr J. (2015). 15. “How to Stop Emotional Eating.” webmd.com. (2016). 16. “Comfort Food Family Makeovers.” webmd.com. (2013). 1. 2.
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3.
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webMD: healthy modifications to comfort foods ❯ Cookies: Substitute 1/3 of the flour with quick-cooking oats. ❯ Brownies: Use canola oil instead of vegetable oil because it’s lower in saturated fat. You can also replace half of the oil with applesauce. ❯ Macaroni and cheese: Use reduced-fat cheese, 1% milk, and replace half of your shredded cheese with puréed low-fat cottage cheese or butternut squash.16
right: victor hanaceck/picjumbo
“This is the real secret of life — to be completely engaged with what you are doing in the here and now. And instead of calling it work, realize it is play.” — ALAN WATTS
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total wellness ▪ fall 2016
totalwellness ›› on the cover
total wellness â–Ş fall 2016
cover story
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unraveling
the enigma
of college dating by
natalie vawter| design by amir ljuljanovic
total wellness â–Ş fall 2016
Learning how to navigate the college dating scene can be intimidating because college students engage in numerous and diverse forms of relationships. Some students choose to be in long-term, committed relationships, while some prefer to participate in casual hookups, and others decide to stay single. Some students tackle long-distance dating, and some utilize online tools or apps in order to meet other single people. Read on to learn about the science behind attraction, the common types of dating in college, the differences between healthy and unhealthy relationships, the truth about hookup culture, and the different ways sex can affect your health.
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the science of attraction
we met online
People find a variety of characteristics attractive, but one commonly overlooked factor in human attraction is how potential partners smell. Chances are, you’ve been around people who try to mask their body odors with strongly scented deodorants, perfumes, and colognes. A person’s natural scent, however, is one of the most crucial attractants for potential partners—more important, in fact, than physical attractiveness.1 According to a 2015 review published in Hormones and Behavior, studies have shown that people smelling the worn t-shirts of members of the opposite sex prefer the scent of people with different HLA genes over the scent of people with similar HLA genes.1 The HLA, or human leukocyte antigen, system is a group of genes that codes for the major histocompatibility complex, a group of proteins critical to immune system function. For the human immune system to function optimally, HLA heterozygosity is best, meaning that parents with different HLA genes will produce offspring with healthier immune systems than parents with similar HLA genes. When a person’s HLA genes are heterozygous, meaning that the mother and father contributed two different alleles for each gene, the person’s immune system is better able to fight off disease-causing pathogens.1
Websites and apps that allow you to meet potential partners online are a relatively recent phenomenon. A criticism of these dating platforms is that people use them to hunt for sexual rather than romantic partners. One of the most well-known apps that college students use for this purpose is Tinder. A recent Telematics and Informatics study investigated students’ motives for using this app.2 The study found that more young people are using Tinder to look for love than to look for casual sex. More men than women reported using the app to search for casual sex. Online dating may be a good way to meet someone, whether you are looking for something serious or not.
A person’s natural odor, therefore, can communicate biological information about the immune health of the children you could potentially have with that person. Many other factors, like physical attractiveness, also reflect a potential mate’s genetic suitability for having children. Next time you might want to skip the store-bought fragrance and let natural scent work to your advantage!
texting 24/7 A 2016 study published in Cyberpsychology, Behavior, and Social Networking looked at how computer-mediated communication (CMC) affects the quality of romantic relationships in college students.3 CMC includes all communication through text messaging, social media, and the Internet. Texting and the Internet are the most common forms of CMC in college students. These manners of communicating may seem superficial, but the study found that CMC allows college students in relationships to communicate much more frequently than was previously possible, since students can text constantly while they are physically apart from their significant others and communicate meaningful information to one another. The study found that CMC contributes to increased communication and intimacy in romantic relationships, and therefore actually improves the quality of relationships.3
long-distance can last
what is common in
total wellness ▪ fall 2016
college?
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You may have heard cynical opinions about long-distance relationships in college, such as the idea that they are unrealistic. This is an issue that many college students face head-on. A 2015 study published in the Journal of Sex & Marital Therapy compared long-distance relationships to closeproximity relationships in order to investigate whether or not geographic distance decreases relationship quality.4 The study found that relationship traits including communication, commitment, intimacy, and sexual satisfaction were much better indicators of relationship quality.4 This evidence suggests that long-distance relationships are just as likely to be successful as relationships in which partners live close to one another. The increased interconnectivity and easy communication allowed by modern technology may help explain why long-distance dating can be just as successful.
healthy vs. unhealthy dating However you choose to date, it is important to keep in mind that not all relationships are created equal from a psychological standpoint. A Journal of Adolescence study published in 2008 looked in depth at the differences between healthy and unhealthy romantic relationships in young people.5 The study noted that healthy relationships possess the quality of warmth, which is conveyed through partners displaying affirming, loving, and nurturing behavior toward each other. On the contrary, unhealthy relationships are characterized as controlling and hostile, shown through behaviors like blaming, attacking, and shutting one’s partner out. These qualities can help you distinguish unhealthy, potentially psychologically damaging relationships from healthy ones. Furthermore, a 2016 study published in Marriage & Family Review investigated how a person’s individual psychology influences his or her success in romantic relationships.6 People who experience lower attachment anxiety while dating report being happier. Additionally, people with higher self-efficacy, meaning people who believe in their ability to succeed in a wide array of tasks, report experiencing more happiness in their relationships. People who worry less about what their partner thinks of them also report having higher self-esteem. These results indicate that the more confident you are in yourself, and the less you rely on your partner to make you happy, the better off you will be in a relationship.
the reality of hookup culture The media tends to portray college students as a highly promiscuous population in which hooking up is a central activity. Are college relationships truly limited to this sexually promiscuous context? Do college students still date in the old-fashioned sense? To read some statistics on how common hooking up, dating, cohabitation, and marriage are in today’s college students, check out our article “Romantic Relationships in Modern America: Dynamic and Diverse” in Volume 15, Issue 2. The truth of the matter seems to be that while hooking up certainly occurs in college students, longer-term romantic relationships are also common.
› not everyone’s doing it A 2013 study published in the Journal of Adolescence looked at female first-year college students and compared the frequency of sex within the hookup context and within the context of romantic relationships.7 The study found that 40% of participants engaged in hookups where they had oral or vaginal sex during their freshman year, while 56% had oral or vaginal sex in romantic relationships. Perhaps surprisingly, less than 20% of participants engaged in a hookup each month, while in contrast about a third of participants had sex each month in the context of a romantic relationship.7 These results suggest that sex in romantic relationships is generally more frequent than in hookup sex, which is usually an experimental rather than a regular form of intimacy
Interestingly, the nature of a relationship can affect how much pleasure each party receives from sex. A 2012 study published in the American Sociological Review found that college women in relationships experience a greater number of orgasms during sex than do women engaging in hookups.8 The researchers hypothesized that female pleasure is often overlooked in the hookup context, whereas in relationships males pay more attention to pleasuring their partners. The findings suggest that people in committed, long-term romantic relationships may experience greater sexual satisfaction in comparison to people engaging in casual hookups.8 College relationships are clearly more complicated in reality than in the movies, and different kinds of relationships work for different types of people.
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total wellness ▪ fall 2016
cover: caleb ekeroth/pexels right: drb images, llc/istockphoto back: jusun/istockphoto
› a measure of pleasure
sex & health ›› the risks of “doing it” Besides the obvious potential consequence of pregnancy, people engaging in sex should be aware of the serious health risks of contracting sexually transmitted infections, or STIs. The statistics showing STI prevalence on college campuses are sobering. The CDC reports that there are 20 million STI diagnoses every year in the U.S., and almost half of these occur in people between ages 15 and 24, which should be alarming if you are a sexually active college student.9 STIs can cause serious long-term health problems, including infertility, pelvic inflammatory disease, and tubal scarring in women. 9 The best ways to reduce your risk of getting an STI are to stay abstinent, only have sex with one uninfected partner, and use condoms.9 If you do choose to have sex, it is wise to get tested yearly—especially for chlamydia, which can cause infertility in women.9 Perhaps even more concerning than the high rates of STIs on college campuses, a 2000 study published in the Journal of Adolescence found that college students believe that having sex without a condom increases their pleasure, and that this perceived benefit has more influence on their behavior than their knowledge that condom use decreases their risk of contracting STIs.10 These findings indicate that college students need to dial up their awareness of the serious health costs of STIs and the fact that condoms are important for preventing these infections—and more importantly, pregnancy. Don’t fall into the same trap as these students who let momentary pleasure cloud their common sense.
›› sexy stress relief
total wellness ▪ fall 2016
A 2006 study published in Biological Psychology found that sexual intercourse lowers people’s blood pressure.11 Interestingly, other sexual behaviors, including oral sex and masturbation, did not have this same effect—these behaviors actually interfered with the benefits that sex provided. Lowering your blood pressure can reduce your risk of heart disease—this is one health benefit of sex. Additionally, having orgasms during sex causes a release of oxytocin, a hormone that reduces stress, another boon to both your physical and psychological health.11 A 2003 study published in the Journal of Behavioral Medicine found that couples who hug each other more often experience lower blood pressure and less stress.12 Couples who hugged beforehand had significantly lower systolic and diastolic blood pressure after a stressful public speaking test than couples who did not hug before the test. This study suggests that having a supportive partner aids individuals in coping better with stress, which improves cardiovascular health. Your heart rate increases when you are sexually aroused, beats even faster when you have sex, and peaks during orgasm.13 Over time, raising your heart rate strengthens the muscles of your heart—this is why cardiovascular exercise, including sex, is so good for your heart.13
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›› moderately improved immunity A 2008 study published in Pyschosomatic Medicine measured levels of cortisol, the stress hormone, in the saliva of couples.14 The study found a significant correlation between intimacy and cortisol—happy couples had lower levels of cortisol in their saliva, indicating a lower level of stress. This could be a significant health benefit of being in a stable relationship. Another study, published in Psychological Reports in 2004, found a connection between the frequency with which a person has sex and the effectiveness of their immune system.15 Student participants in the study having regular sex, once or twice a week, had higher amounts of Immunoglobulin A (IgA), a critical antibody for immune system function, than students who had little to no sex. Perhaps surprisingly, students who had the most frequent sex—more than twice a week—had the lowest levels of IgA, indicating inferior immune system function. However, more studies need to be done in order to illuminate the connection between frequency of sex and immune health.
you are more than your relationship status Whether you are interested in any of these forms of dating or are happy being single, it is helpful to understand the biological basis of attraction and the differences between a healthy and an unhealthy relationship. You are the best judge of whether online dating or a long-distance relationship is a good choice for you. Contrary to what you might see on TV, not all college students hook up, and plenty choose to be in committed relationships. Remember to keep tabs on both your physical and your mental health, and don’t let dating get in the way of your happiness! t w References 1. “Always follow your nose: The functional significance of social chemosignals in human reproduction and survival.” Horm Behav. (2015). 2. “Love me Tinder: Untangling emerging adults’ motivations for using the dating application Tinder.” Telemat Inform. (2017). 3. “Staying Connected: Computer-Mediated and Face-to-Face Communication in College Students’ Dating Relationships.” Cyberpsychol Behav Soc Netw. (2016). 4. “Go Long! Predictors of Positive Relationship Outcomes in Long-Distance Dating Relationships.” J Sex Marital Ther. (2015). 5. “Observing differences between healthy and unhealthy adolescent romantic relationships: Substance abuse and interpersonal process.” J Adolesc. (2008). 6. Abilities in Romantic Relationships and Well-Being Among Emerging Adults. Marriage Fam Rev. (2016). 7. “Are Hookups Replacing Romantic Relationships? A Longitudinal Study of First-Year Female College Students.” J Adolesc. (2013). 8. “Accounting for Women’s Orgasm and Sexual Enjoyment in College Hookups and Relationships.” Am Sociol Rev. (2012). 9. “College Health and Safety.” cdc.gov. (2016). 10. “Perceptions of the benefits and costs associated with condom use and unprotected sex among late adolescent college students.” J Adolesc. (2000). 11. “Blood pressure reactivity to stress is better for people who recently had penile-vaginal intercourse than for people who had other or no sexual activity.” Biol Psychol. (2006). 12. “Warm partner contact is related to lower cardiovascular reactivity.” Behav Med. (2003). 13. “Cardiovascular response to sexual activity.” Am J Cardiol. (2000). 14. “Positive Couple Interactions and Daily Cortisol: On the Stress-Protecting Role of Intimacy.” Psychosom Med. (2008). 15. “Sexual frequency and salivary immunoglobulin A (IgA).” Psychol Rep. (2004).
feature
sleep tight and shine bright at school by yoon syuk jun | design by eunji song
total wellness â–Ş fall 2016
There’s one important thing that students lose more and more of as they proceed to higher levels of education: sleep. As students make the transition from high school to college, their workload skyrockets. In the midst of their academic struggles, they often end up sacrificing their sleep hours and, as a result, become vulnerable to sleep deprivation and its related health problems. About 30% of Americans report some type of sleep problem, and a similar percentage of college students are at risk of a sleep disorder and, as research suggests, resulting academic failure.1 As discussed in this article, sleep is a crucial factor that affects physical and mental health. Regular, adequate sleep is a must for both personal well-being and academic success.
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common sleep problems insomnia & sleep apnea
excessive daytime sleepiness & chronic fatigue
Common sleep problems include not falling asleep, not staying asleep, and waking up irregularly. These problems all fall under the category of insomnia.2 People suffering from insomnia wake up in the middle of the night and have trouble going back to sleep. They feel tired even when they wake up later than usual. Another type of insomnia is an early morning awakening. It is characterized by a symptom of waking up early, usually by about 2 hours or more.17 Early awakening reduces the total sleep time and may cause excessive sleepiness during the day and fatigue. Sleep apnea is another common sleep problem that is characterized by pauses in breathing during sleep.3 Sleep apnea is not so prevalent among college students, but it’s widespread among middle-aged men.
Another common problem is excessive daytime sleepiness (EDS) resulting from reduced sleep time or loss of sleep.1 Students suffering from EDS feel sleepy and drowsy during the day, but not at night. Repeated nights of sleep deprivation may also cause chronic fatigue, which could bring about further sleep problems.4, 12 Chronic fatigue syndrome is a severe type of fatigue that interferes with daily life. It often entails reduced concentration, problems with short-term memory, sleep disorders, and muscular pain.3
causes of sleep problems stress Stress is one of the main causes of sleep disorders. In a study published in Psychosomatic Medicine in 2003, insomniacs reported significantly higher levels of stress compared to healthy individuals. Furthermore, people with sleep disorders reported a higher level of arousal before sleep. Interestingly, even though insomniacs and healthy individuals reported a similar number of stressful events, the intensity of stress experienced was higher among insomniacs. It was concluded that the way people approach and deal with stressful events contributes more to insomnia than the number of stressful events they encounter.5 electronics
cognition & fatigue Other factors contributing to sleep problems include cognition and fatigue. Cognition is an important factor in insomnia. Intrusive thoughts, which are ideas or images that are unpleasant and difficult to manage, are prominent in people suffering from insomnia. People with sleep problems spend their waiting time for sleep occupied by intrusive thoughts.6 Lastly, chronic fatigue, as mentioned earlier, could also lead to sleep problems.4
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cover photo: freepik/flaticon left: freepik/flaticon; right: freepik/flaticon
total wellness â–Ş fall 2016
Another factor that affects students more than any other group is the use of electronics, especially cell phones. With the development of electronic devices, the Internet, and social media, people spend more and more time looking at bright electronic screens.14 Research suggests that heavy use of electronic devices, including televisions, computers, and cell phones, causes sleep disturbances and shortened sleep times. Adults playing computer games lose quality of sleep because their rapid eye movement, or REM, sleep is shortened. Entering and maintaining REM sleep is pivotal for protein synthesis. Furthermore, using cell phones in the evening may affect the production of melatonin, a hormone crucial in triggering sleep. 14 To learn more about how your cell phone may affect your sleep, read our Q&A in Volume 16, Issue 2.
relationship between sleep and academic success
sleep deprivation and school performance Although many college students have irregular sleep cycles, there is an important reason why you should never overlook your sleep problems. Research has shown that there is a link between sleep and academic success, as reflected by GPA assessments, suggesting that sleep problems may take a toll on performance in school. This is a significant finding because many students from grade school to university actually experience “chronic” sleep deprivation and have poor sleep quality.7 Chronic sleep deprivation implies that loss of sleep occurs continually and has been occurring for a long time, worsening the sleep problem.
wake-up time and GPA Several correlations have been found between sleep and GPA. For example, delays in regular wake-up time are correlated with decreases in GPA. A 2010 study published in the Journal of American College Health concluded that wake-up time was the most influential factor in the GPA of college students, among other sleep-related factors and elements such as mood, stress, gender, and age.10 Another study in Sleep Medicine Reviews in 2006 supports the idea that regular wake-up time is important by exposing the relationship between wake-up time and the ability to recall complex material. They are inversely related, indicating that irregular wake-up times may worsen students’ memory.7
College students suffering from lack of sleep are not just at risk of performing poorly in class, but also at risk of limiting their academic capacity. When given a math test, college students who had less sleep were more likely to choose easier problems, which suggests that chronically sleep deprived students limit their options to easier ones below their full potential.1
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total wellness ▪ fall 2016
sleep and academic potential
sleep problems and mental health Academic performance is one of the most important concerns of a student’s life. However, maintaining a high GPA is not the only reason for college students to keep good sleep habits. Sleep disorders not only hurt academic performance, but also deteriorate mental health.1 A 2016 study published in PLoS One suggested that there is a link between loss of sleep and development of mental health issues among college students. It has been found that lack of sleep may have serious consequences, including depression, anxiety, poor social relationships, and delinquent behavior, such as careless driving.1 This impact on mental health is significant, not just because it can affects grades, but also because it can affect daily activities and cause serious accidents.
sleep problems and physical health obesity Quite intuitively, sleep patterns are also closely linked to physical health. Obesity, a major disease in the United States, is also inversely related to sleep duration.11 In a 2011 study published in Sleep Medicine, higher rates of obesity are correlated with shorter sleep duration. In a 2010 study in Sleep, researchers found that short sleep duration is linked to hypercholesterolemia, or high cholesterol levels in the blood.17 Sleep problems have been found to play a role in fat buildup. Thus, achieving and maintaining good sleep is crucial to leading a healthy lifestyle.
coping with sleep disorders
For students suffering from sleep disorders, there are several professional and conventional methods for managing sleep. College students who face stress from academic load, work, and social relationships need to control their stress levels effectively. How one manages stress is more important than how many stressful events one encounters, at least in the context of preventing insomnia.5 In order to manage stress and treat sleep problems, counseling is often recommended. Psychological counseling and therapies could be very helpful for people with severe sleep disorders.
total wellness ▪ fall 2016
bottom line Recent studies have provided a large body of evidence suggesting that sleep quality and duration are very important factors in maintaining good physical and mental health. In addition, they have shown that by maintaining proper sleep habits, students can maintain strong academic performance. Therefore, it is absolutely crucial that college students try to get a good night’s sleep. Students should avoid electronics, coffee, alcohol, and cigarettes prior to sleep and should lead a balanced lifestyle, including eating, studying, and sleeping regularly to ensure high-quality sleep. t w
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things to avoid There are a few things to avoid to get a good night’s sleep. These include electronics, loud noise (like music), alcohol, caffeine, and nicotine.15, 16 Caffeine and nicotine are both stimulants that interrupt regular sleeping cycles, so they should be avoided in order to maintain good sleep habits. Furthermore, trying to make up for sleep lost during the weekdays on the weekend actually worsens sleep problems, so getting enough sleep on a regular basis is important.1
References 1. “The Prevalence of Sleep Disorders in College Students: Impact on Academic Performance.” J Am Coll Health. (2010). 2. “Characteristics of insomnia in the United States: results of the 1991 National Sleep Foundation Survey. I.” Sleep. (1999). 3. “What Is Sleep Apnea?” nih.gov. (2012). 4. “The Chronic Fatigue Syndrome: A Comprehensive Approach to Its Definition and Study.” Ann Intern Med. (1994). 5. “Role of Stress, Arousal, and Coping Skills in Primary Insomnia.” Psychosom Med. (2003). 6. “Articulatory suppression and the treatment of insomnia.” Behav Res Ther. (1991). 7. “Sleep loss, learning capacity and academic performance.” Sleep Med Rev. (2006). 8. “Sleep and Mental Health in Undergraduate Students with Generally Healthy Sleep Habits.” Plos One. (2016). 9. “Sleep Schedules and Daytime Functioning in Adolescents.” Child Dev. (1998). 10. “Health-Related Variables and Academic Performance Among First-Year College Students: Implications for Sleep and Other Behaviors.” J Am Coll Health. (2010). 11. “Associations of sleep duration with obesity and serum lipid profile in children and adolescents.” Sleep Med. (2011). 12. “Relationships between sleep, physical activity and human health.” Physiol Behav. (2007). 13. “Adolescent Use of Mobile Phones for Calling and for Sending Text Messages After Lights Out: Results from a Prospective Cohort Study with a One-Year Follow-Up.” Sleep. (2007). 14. “Sleep and use of electronic devices in adolescence: results from a large population-based study” BMJ Open. (2015). 15. “Coping With Sleep Loss: Tips for a Brighter Day” webmd.com. (2007). 16. “Short sleep duration as a risk factor for hypercholesterolemia: analyses of the National Longitudinal Study of Adolescent Health.” Sleep. (2010). 17. The Treatment of Early-Morning Awakening Insomnia With 2 Evenings of Bright Light” Sleep. (2005)
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left: ocha/flaticon; right: freepik/flaticon
managing stress
studying without breaking a sweat by shriya didwania | design by edith ramirez
There are a variety of tried-and-true techniques that you can use to improve your study habits. These include adopting an encouraging mindset, working in a
total wellness â–Ş fall 2016
conducive study environment, going to review sessions, and finding support in your peers and professors. There are also a few studying tips that you may not have heard of before. For example, you might enjoy typing up lecture notes on your computer, but the pen can sometimes be mightier than the keyboard. Read on to find out more about these studying techniques and tips and how you can apply them for yourself.
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approaching studying in the “right” mindset
total wellness ▪ fall 2016
You can improve your mindset toward studying by focusing on yourself, your learning, and your academic improvement. Remind yourself of your goals and use your past achievements to motivate current and future performance. This may be a good time to make changes to your goals or set goals if you do not already have them. Through self-talk, you can shift your perspective of studying from that of a dreaded task to that of an opportunity to gain knowledge. Instead of comparing yourself to others, thinking positively and paying attention to your abilities and skills can go a long way in encouraging you to persevere.1
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A 2011 study published in Learning and Individual Differences looked at how students’ beliefs about intelligence, as well as the validation they gain from academic achievements, predicted intrinsic motivation throughout a school year. Students who lose motivation in school tend to believe intelligence is a fixed quality that does not depend on effort or practice. Such students also tend to base their self-worth on their grades.2 This study helps us realize how people’s understanding of intelligence as fixed or malleable along with the level of self-validation they seek from academics impacts their motivation to succeed. If you adopt a growth mindset and start thinking that you can always improve, you are more likely to be motivated in school.
cover: krzysztof puszczynski/pexels left: pexels right: mockupeditor.com/pexels
How you think about studying is almost as crucial to the outcome as how you actually study. Sometimes, it can be difficult to focus on studying because your thoughts or your surroundings distract you. You cannot put pressure on yourself to concentrate, so, during these times, you should take a quick break and come back to studying once you are more attentive.1
choosing the “right� environment
Find a study space that encourages you to focus on your work, such as a library, cafe, or study hall. Ensure that you stay away from distractions, and instead use distractions as incentives for breaks. For example, if your cell phone notifications easily distract you, keep your cell phone away from your study space and only let yourself engage with it during your breaks.
A 2013 study published in Behavioural Brain Research evaluated the correlation between music and academic achievement. Specifically, the researchers assessed whether top-performing students who took music classes achieved higher grades across all subjects when compared to top-performing students who did not take music classes. According to the results, those taking music classes had better academic outcomes across all other courses. These findings support previous research linking music and cognition, where participants can tolerate stress for longer time periods when taking a test while listening to agreeable music as compared to neutral or indifferent music. This increased tolerance of stressful conditions while listening to agreeable music also resulted in better test performance.4
cell phones and studying A 2014 study published in Social Psychology showed that simply having a cell phone within sight can distract students from a task, especially a difficult task. Researchers had students in two statistics classes participate in two tasks, one task being more challenging that the other. In one of the classes, students had their phones out on the desks with them whereas in the other class, the phones were put out of sight. According to the findings, students without their cell phones in sight performed better in both the tasks, but especially in the more difficult task, as compared to those who could see their cell phones. Therefore, a cell phone and, more so, the vast social network that it represents, can distract you from tasks, especially those that demand more cognitive resources.3
total wellness â–Ş fall 2016
the power of music
These results indicate that music can alleviate stress from cognitive dissonance. Cognitive dissonance is holding contradictory attitudes, thoughts, or beliefs that leads us to change one or the other to be consistent. This leads to greater accumulation of knowledge through processing the contradictory information and deciding how we want to change our views. For example, you may not like studying but you know that your academic achievements would help you accomplish professional success.5
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making a schedule that works for you As you study, you can decide which environments and stimuli are more conducive to your studying. Accordingly, you can schedule time to be in those places to study and you can choose to split up different portions of your studying in different environments, especially when you decide which are ideal for you. Creating a schedule will be useful only if you stick to it. Be realistic, give yourself more time when you are first learning something, and then you can schedule shorter study sessions when you review the same material. Don’t forget to reward yourself when you are done with a particular portion of studying or when a certain time has passed. Also, add short breaks to your schedule to help you persist with studying.
Schedule study sessions with friends to help you stay on track. You could split up the work among yourselves and focus on different segments of the material. This way, you can teach others your own portion of the material, which increases your grasp of it. But be sure to go over the other material by yourself as well. Going to review sessions can be helpful if you self-study prior to going so that you would be aware of the discussion going on and you can have your questions answered. This is also a way to space out your study, which is one of the best things you can do to enhance your learning and retention, along with frequent testing. Remember that you can always approach your professors or teaching assistants for additional help with understanding the course material. If you need individual attention in a particular
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area that you are struggling to grasp, you could check if your academic department offers tutoring or you could look out for professional tutors in your area or even online. A 2006 study published in the Bulletin of Education & Research examined the role of tutoring on students’ study habits, attitudes, and academic achievement. The results revealed that tutoring can have significant positive effects on students’ study attitudes and study habits. The study supports the hypothesis that the positive effects on study habits and attitudes that stem from guidance services like tutoring enhance students’ achievements.6
left: magicdesk/pixabay right: jannoon028freepik
total wellness ▪ fall 2016
seeking support
the testing effect
Believe it or not, testing can not only assess learning but also improve it. Called the testing effect, taking a test improves long-term retention of information. In a 2006 study published in Psychological Science, investigators had students read a prose passage and then either take a test or review the study material. The students then took a final retention test after five minutes, two days, or a week. The results showed that testing enhanced long-term retention more than repeated studying of the information. Students performed better with repeated studying than taking a test when they took the final test after five minutes. However, when they took the final test after a week, those who took an initial test outperformed those who reviewed the material, showing that test taking helps one retain information longer.7
In addition to testing, tools for improving memory include using mnemonics, flashcards, and note taking. A 2016 study published in by the Journal of Dental Education tested the effectiveness of self-testing in dental school students. Self-testing involves asking questions from the material and actively answering them to enhance long-term memory storage. Students with higher GPAs were more likely to quiz themselves, especially with flashcards, and were more likely to spread the material over many study sessions. Those with lower GPAs were more likely to cram all the content into a big study session.8
Most people prefer to make notes while studying, either handwritten or typed. Notes can be especially helpful when one is reviewing information in a short amount of time. However, not all types of notes are created equal. A 2014 study published in Psychological Science evaluated learning when students took handwritten notes versus when students used laptops to take notes and concluded that laptop note-taking could impede learning. This was partly because students are more likely to multitask with a laptop and get distracted. Moreover, using laptops to take notes was associated with shallower information processing because even though students type out notes faster on laptops, they tend to take down notes word for word instead of processing the content and thinking it through in their own words. On the other hand, when students write down notes in a lecture, they cannot possibly jot down every word and, therefore, think through the information deeply and summarize it in their notes via quick sentences and diagrams.9
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total wellness â–Ş fall 2016
handwritten vs. typed notes
being healthy and living a balanced lifestyle
It is all too commonly known that physiological factors like sleep patterns, diet, and exercise highly impact learning and retention of knowledge through their effects on memory. A 2010 study published in the Journal of American College Health analyzed the effects of several health behaviors that could affect the GPAs of first year college students. Some of the variables included exercise, sleep, eating habits, gender, age, number of hours worked per week, and social support. Of these, sleep and wake patterns were the most strongly associated with high GPA. Those who woke up earlier earned higher GPAs than those who started their days later.10
Using some of these techniques, among others, to establish a regular study pattern can be beneficial in the long run even if you do not want to study forever. These tips for studying can be helpful for learning skills quickly at a job or for improving yourself in a particular topic. Even though your formal education may end soon, your self-education will continue. t w References 1. “10 Highly Effective Study Habits.” psychcentral.com. (2016). 2. “Dangerous mindsets: How beliefs about intelligence predict motivational change.” Learn Individ Differ. (2011). 3. “The mere presence of a cell phone may be distracting.” Soc Psychol. (2014). 4. “Mozart effect, cognitive dissonance, and the pleasure of music.” Behav Brain Res. (2013). 5. “Music and academic performance.” Behav Brain Res. (2013). 6. “Effect of Guidance Services on Study Attitudes, Study Habits and Academic Achievement of Secondary School Students.” Bull Educ Res. (2006). 7. “Test-enhanced learning. Taking memory tests improves long-term retention.” Psychol Sci. (2006). 8. “Dental Student Study Strategies: Are Self-Testing and Scheduling Related to Academic Performance?” J Dent Educ. (2016). 9. “The Pen is Mightier than the Keyboard.” Psychol Sci. (2014). 10. “Health-Related Variables and Academic Performance Among First-Year College Students: Implications for Sleep and Other Behaviors.” J Am Coll Health. (2010).
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top: pineapple supply co./pexels
total wellness ▪ fall 2016
bottom line
Lisa Christensen, PhD, Staff Psychologist, UCLA Counseling and Psychological Services
play for adults — is playing childish
credits We would like to acknowledge the following people for their contributions to this edition. We would also like to make special mention of the following UCLA physicians, professors, and faculty members who donated their time and expertise to ensuring the accuracy of content published in the following articles:
Ping Ho, MA, MPH, Founding Director, UCLArts and Healing, UCLA Collaborative Centers for Integrative Medicine
test anxiety: what it is and how to fight it
Lisa Christensen, PhD, Staff Psychologist, UCLA Counseling and Psychological Services
cholesterol 101
Alicia Yang, RDN, Registered Dietitian Nutritionist, UCLA Center for Human Nutrition
snack attack: how to recognize and prevent emotional eating Eve Lahijani, MS, RD, Nutrition Health Educator, UCLA Office of Residential Life
sleep tight and shine bright at school Ravi Aysola, MD, Director, UCLA Pulmonary Sleep Medicine Program, Director, UCLA Santa Monica Pulmonary & Sleep Medicine Clinic, Assistant Clinical Professor, UCLA David Geffen School of Medicine
studying without breaking a sweat
Adam B. Blake, MA, Doctoral Student in Cognitive Psychology, UCLA Department of Psychology
copy-edits and review
Payam Mirfendereski, Omid Mirfendereski, Christopher Phan, Nancy Vu
layout revisions Alison Jeng
total wellness â–Ş fall 2016
homesickness
cover & table of contents Designed by Alison Jeng
unraveling the enigma of college dating
Tammy S. Bathke, MSN, RN, Psychiatric Registered Nurse, Tenured Professor of Nursing, College of the Canyons, Doctoral Student, UCLA School of Nursing
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