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Innovation in Practice Features

Promoting Adaptive Coping Skills and Subjective Well-Being through Credit-Based Leisure Education Courses

Pages 303-315 | Published online: 19 Jul 2017
 

Abstract

This qualitative study addresses the need for campus-based programming that allows students to practice adaptive coping skills and increase well-being. Eight focus groups and seven individual interviews were conducted with students participating in credit-based leisure education courses to understand self-reported health-related motivations and outcomes. Findings suggested students experienced five psychological mechanisms supporting well-being: autonomy, detachment, mastery, meaning, and affiliation. Programmatic and instructional-based insights for student affairs professionals in health, counseling, and recreation are provided.

Additional information

Notes on contributors

Cindy L. Hartman

Cindy L. Hartman, Department of Recreation Management & Policy, University of New Hampshire.

Kate E. Evans

Kate E. Evans, Department of Recreation Management and Therapeutic Recreation, University of Wisconsin–La Crosse.

Denise M. Anderson

Denise M. Anderson, College of Behavioral, Social and Health Sciences, Clemson University.

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