an exploratory sequential study of stress among master of...

Running head: SOURCES OF STRESS AMONG COUNSELLING STUDENTS 1

An Exploratory Sequential Study of Stress among Master of Counselling Students

Lyndsey Cox, Megan Sinclair, Cynthia Smith, Fiona Swetlikoff, and Kristina Tower

EDPS 610 – Fall 2015

Learning Task 3 (Assignment #2): Lab Group Integrated Report

Instructor: Faye Wiesenberg

December 1, 2015

SOURCES OF STRESS AMONG COUNSELLING STUDENTS 2

Brief Synopsis

Previous research has suggested that on-campus undergraduate and graduate university

students frequently experience elevated levels of stress resulting from sources such as academic

performance, time management, obtaining employment, and financial instability (Bitsika,

Sharpley, & Rubenstein, 2010; Oswalt & Riddock, 2007). This mixed methods study

investigated the specific sources of stress and associated outcomes among students enrolled in

the online Master of Counselling (MC) program through the University of Calgary. For the

purposes of this study, stress was defined as the subjective evaluation of one’s ability to cope

with demands posed by environmental stressors (Cohen, Kessler, & Gordon, 1995).

Methods/Procedure

The sample consisted of graduate students enrolled in EPDS 610–Research Methodology

in Counselling in the Fall 2015 semester. In the first phase of the study, a qualitative focus group

was conducted with four MC students. The data was transcribed and analysed in order to

identify recurrent themes. The findings from the first phase influenced the methods and

procedures of the second phase of the study. In the second phase, an online, 11-item survey was

administered to 19 MC students in order to obtain quantitative data. The data analysis consisted

of statistical calculations including means, frequency counts, and unpaired t-tests.

Findings

The qualitative data indicated that it was difficult to make a clear distinction between

stress resulting from the MC program and general stress. All participants reported that their

primary sources of stress were the MC program itself and work. All of the participants also

reported that stress was impacting their physical health, emotional health, mental health,

relationships, and/or time management abilities. Most of the participants reported practicing


coping strategies which ranged from considerable lifestyle changes (e.g., reducing work hours or

number of MC courses per semester) to smaller-scale approaches (e.g., organization, exercise).

In general the quantitative data analysis corresponded with the qualitative data. The

quantitative data revealed that all participants reported an increase in stress since beginning the

MC program (mean perceived stress rating = 3.47; 0-4 Likert scale), and that the most common

sources of stress were the MC program, work, finances, and health. All participants indicated

that stress impacted their physical health, mental health, and relationships, and most participants

(18/19) indicated that stress impacted their emotional health. No participants reported that they

were coping very effectively with stress despite using a variety of coping strategies (mean self-

assessment of coping success = 2.31; 1-4 Likert scale).

Summary/Conclusion

The findings of this exploratory mixed methods study suggest that MC students

experience stress often; stress has increased since beginning the MC program; stress is most

commonly due to the MC program, work, and finances; and stress leads to a variety of associated

outcomes (e.g. physical, emotional, and mental health, and relationships). The findings also

suggest that MC students are not finding coping strategies to be effective or are not utilizing

coping strategies due to time limitations. These findings point to the need for easily accessible

supports and resources for online MC students. These findings also highlight the need for future

research that directly investigates the correlation between the structure of the MC program and

students’ experienced stress levels. Future research should assesses students’ stress levels at

several time points during the MC program, compare the level of stress experienced by online

versus non-online MC students, and compare the level of stress experienced by MC students

with the level of stress experienced by students enrolled in other online graduate programs.


An Exploratory Sequential Study of Stress among Master of Counselling Students

In previous research addressing stress among university students, researchers have

typically utilized quantitative or qualitative approaches to determine the sources of stress

experienced by on-campus students (Bitsika, et al., 2010; Örücü & Demir, 2009; Robotham,

2008). A few researchers have used mixed methods designs to assess university students’

experiences of stress; most of these studies have implemented explanatory sequential designs to

address their research question(s) (Elani, Bedos, & Allison, 2013; Oswalt & Riddock, 2007;

Wolf, Stidham, & Ross, 2015). Exploratory sequential mixed methods designs may offer

researchers a greater understanding of the sources of stress experienced by both on-campus and

online university students. The primary purpose of this report is to present the results of an

explanatory sequential study that investigated the specific sources of stress and associated

outcomes among graduate students enrolled in the online Master of Counselling (MC) program

through the University of Calgary. In this article, we first provide a literature review. Next, we

discuss the ethical considerations that we would take if we were to conduct this study in the real

world. We then present an explanatory sequential study which addressed the following research

question: What are the specific sources of stress and associated outcomes among students

enrolled in the online MC program? This report describes the research activities and findings for

our study, and also considers additional factors that would need to be addressed if this study

were conducted in the real world. This study exemplifies the need for future research exploring

the unique stressors experienced by students completing online graduate degrees.

Review of the Literature

This brief literature review will address the theoretical construct of stress, and will

synthesize findings from previous research studies on stress experienced by undergraduate and


graduate university students.

The word stress gained prominence in academia following the atrocities of World War I

(WWI) and World War II (WWII; Lazarus, 2006). Prior to WWI and WWII, scholars and

researchers routinely used terms such as depression, trauma, frustration, and conflict to describe

the negative psychological conditions that eventually became collectively known as stress

(Lazarus, 2006). Stress can be classified into three interdependent categories: (a) environmental

stress, (b) psychological or subjective stress, and (c) physiological stress (Abel, Abel, & Smith,

2012; Cohen et al., 1995; Schure, Christopher, & Christopher, 2008). For the purposes of this

study, stress is defined as the subjective evaluation of one’s ability to cope with demands posed

by environmental stressors (Cohen et al., 1995).

Research has suggested that on-campus undergraduate and graduate university students

frequently experience elevated levels of stress (Bitsika et al., 2010; Oswalt & Riddock, 2007;

Robotham, 2008). The stress that on-campus university students experience commonly results

from sources such as the following: academic performance, time management, fear of failure,

obtaining employment, and financial instability (Bitsika et al., 2010; Oswalt & Riddock, 2007;

Robotham, 2008). Additionally, the stress that they experience frequently leads to detrimental

outcomes in their lives such as changes to eating habits, changes to sleep patterns, depression,

and a reduction in quality of time spent with partners, family members, including children, and

friends (Bitsika et al., 2010; Robotham, 2008).

Previous research has also indicated that online education programs have opened many

doors for people who were previously unable to access on-campus programs (Muller, 2008;

Sullivan, 2002). Online education programs provide men and women with the opportunity to

pursue higher education while managing other life roles and responsibilities (Price,


2006). Online education programs also offer the benefits of anonymity, equal opportunity,

flexibility, and lack of discrimination based on age or ethnicity (Price, 2006; Sullivan, 2002).

Rationale for the Current Research Study

To date, relatively little research has directly addressed stress experienced by online

graduate students (Arric, Young, Harris, & Farrow, 2011; Martinak, 2012); most research on

student stress has focused on the experiences of on-campus students (Bitsika et al., 2010; Oswalt

& Riddock, 2007; Robotham, 2008). Furthermore, the results of the few studies that have

addressed stress experienced by online graduate students may be limited by methodological

issues such as small sample size, homogenous samples, and reliance exclusively on qualitative

methods or quantitative surveys (Arric et al., 2011; Martinak, 2012).

The research synthesized above points to the need for research studies addressing the

stress experiences of online graduate students. This study seeks to address current gaps in the

literature and extend existing knowledge by determining the specific sources of stress and the

associated outcomes experienced by online MC students. In the qualitative, first phase of this

study, a focus group was conducted, and data was subsequently analyzed, to determine the

common sources of stress and associated outcomes among four online MC students. In the

quantitative, second phase of this study, 19 MC students completed an online survey, based on

the findings from the qualitative phase, to further delineate the sources of stress and associated

outcomes experienced by online MC students. Figure 1 (refer to Appendix A) visually depicts

the steps that were completed in this mixed methods research study.

Ethical Considerations

We recognize that if we were to conduct our present study in the real world, we would

need to address numerous ethical issues, during both the qualitative and quantitative phases of


the study, related to voluntary and informed consent, right to privacy, and protection from harm

(Leedy & Ormrod, 2016). For a detail description of the steps we would take to address the

aforementioned ethical issues refer to Appendix B.

Qualitative Phase – Lab 1

Method and Procedure

Present study. One of the authors of this study served as the primary investigator (PI),

and the remaining four authors served as the participants for the focus group. All focus group

participants identified as Caucasian females. The PI and the participants met on Adobe Connect

to conduct the focus group; the transcribe feature of Adobe Connect was used to document

participants’ responses. The PI introduced the focus group by discussing the purpose of the

focus group and informing participants that they would be asked a number of questions regarding

their experiences with stress in general, as well as stress resulting from being a graduate student

in the MC program. The PI also reviewed confidentiality, focus group guidelines, and obtained

verbal consent from each participant (refer to Appendix C for a copy of the Focus Group Script

the PI followed). The PI began the focus group by asking a predetermined set of questions (refer

to Appendix D for the list of Focus Group Questions); the PI also asked participants clarifying

questions as needed. The PI asked each participant each question intern; participants were free

to choose not to respond to any given question if they did not feel comfortable responding. All

participants were also noted to occasionally respond to their fellow participants’ responses. The

PI chose to omit several predetermined questions as the answers to these questions were given

freely by participants in their responses to other questions. The duration of the focus group was

about two and a half hours.

Real world study. If we were to conduct the qualitative phase of this study in the real


world, we would use purposive sampling – non-random sampling for a particular purpose – to

recruit participants (Leedy & Ormrod, 2016); purposive sampling would allow us to effectively

address our research question. We would recruit participants by sending an email to all students

enrolled in the online MC program, through the University of Calgary, requesting their

participation in a focus group exploring the sources of stress and associated outcomes among

MC students. The email invitation would request that MC students reply if they are interested in

participating, and indicate their preferred time and date for the focus group to be held based on a

list of provided options. We would assign all students, who expressed interest in participating, to

a focus group with five to seven other participants; the number of focus groups that would be

conducted would depend on the response rate. The size of the focus group(s) would be limited to

six to eight participants due to the number of questions asked. One of the authors would contact

(via phone or email) all students, who replied to the email invitation and were subsequently

assigned to a focus group, to provide them with additional information on the study, including

time and date of the focus group. The focus group would be conducted in a face-to-face setting,

unlike our present study; however, students who were unable to be physically present due to

geographical or other barriers would be able to participate via Skype. We would obtain informed

consent from each participant prior to their participation in the focus group; participants would

be asked to sign an Informed Consent Form (refer to Appendix E for a Sample Informed Consent

Form). The PI would facilitate the focus group in a manner akin to our present study. The PI

would recognize that the definition of stress may vary across different cultural groups, and

therefore would ensure that all participants had a mutual understanding of the definition of stress

used in the study. The PI would also ensure that all questions reflected culturally sensitive

language. The audio recording from the focus group(s) would be transcribed, with subsequent


analyses following the same steps as in the present study. Ideally, we would have a trained and

objective researcher, who was unaware of our research question and associated outcomes,

analyse the data and identify themes in order to reduce any interpretation biases.

Analysis and Findings

The focus group transcript was read and reread individually by each of the authors in

order to identify themes represented in the data; themes were not predetermined but rather

emerged through reading of the transcript. Each author extracted meaningful statements made

by the participants in the focus group in order to support the themes they identified. The initial

themes identified by each author were compared and contrasted with one another, and similar

themes were combined in order to reduce the overall number of themes. The final set of themes

was determined based on mutual agreement by all of the authors.

Based on the focus group data, three themes emerged related to sources of stress and six

themes emerged related to outcomes of stress. The themes that emerged are depicted in Table 1

(refer to Appendix F); participant quotes that support each theme are presented in Appendix G.

The primary sources of stress experienced by focus group participants were categorized

under the themes of MC program, work, and other. The themes of MC program and work were

shown to be linked as participants reported that their academic performance in the MC program

was being negatively impacted by work, and their work performance was being negatively

impacted by enrollment in the MC program.

Focus group participants reported stress associated outcomes related to the themes of

relationships, physical health, mental health, emotional health, and other outcomes. Coping

strategies also emerged as an associated outcome theme; participants reported utilizing coping

strategies that ranged from considerable lifestyle changes (e.g., reducing number of hours


worked per week, reducing number of MC courses taken per semester) to smaller-scale

approaches (e.g., organization, exercising).

It is important to note that although the pre-determined focus group questions made the

distinction between general stress and stress resulting directly from the MC program, analyses of

the transcript data indicated that participants had difficulty differentiating the associated

outcomes for these two types of stress. This suggest that stress outcomes may not be

experienced in relationship to a specific source of stress, but rather that all sources of stress

interact and result in a variety of collective outcomes.

Quantitative Phase – Lab 2

Method and Procedures

Present study. Twenty online MC students were asked to complete an 11-item survey on

SurveyMonkey; 19 students completed the survey, indicating a 95% response rate. Of the

participants, most ranged in age from 25-years-old to 54-years-old, reported being in a

committed relationship, reported working less than 40 hours per week, reported not caring for

children, reported beginning the MC program in Fall 2014, and reported taking two MC courses

per semester. Table 2 (refer to Appendix F) depicts the demographic information of all

participants in the present study. It was determined prior to conducting our present study that all

but one of the participants were female.

Participants were able to access the online survey by clicking a link posted to the EDPS

610–Discussion Forum. Participants were asked to electronically provide informed consent prior

to completing the survey; they did so by clicking the “Next” button on the first page of the

survey. Appendix H provides a copy of the electronic informed consent form, as well as the 11

survey questions. The survey questions were developed based on the themes extracted from the


data in the qualitative phase of the study. Survey questions consisted of three rating scale

questions and eight checklist questions. Rating scale questions assessed participants’ subjective

perception of frequency of stress, change in stress since beginning the MC program, and

successfulness in coping with stress. Checklist questions asked participants to specifically

consider their sources of stress and associated outcomes since beginning the MC program in

order to provide a consistent and reliable timeframe (Leedy & Ormrod, 2016).

A brief pilot study was conducted, in which each one of the five authors completed the

online survey, to confirm that questions were clear and valid, and would solicit data that would

address our research question (Leedy & Ormrod, 2016).

Real world study. If we were to conduct the quantitative phase of this study in the real

world, we would again use purposive sampling as it would allow us to effectively address our

research question. We would recruit participants by sending an email to all students enrolled in

the online MC program, through the University of Calgary, requesting that they complete an

online survey regarding their sources of stress and associated outcomes. The link to the online

SurveyMonkey survey would be included in the email so that participants could easily access the

survey. The electronic informed consent form and the format of the survey questions would be

analogous to those in our present survey; however, the exact survey questions and the associated

responses may differ depending on the findings from the real world qualitative phase. The

survey results would be analyzed in a similar fashion to our present study.

Analysis

Mean rating scale scores were calculated for perceived stress, reported change in stress

since beginning the MC program, and perceived ability to cope with stress. Unpaired t-tests

were used to determine whether or not there were any statistically significant differences in mean


ratings between the different demographic groups (e.g., working less than 40 hours per week vs.

more than 40 hours per week, caring for children vs. not caring for children). Frequency counts

were used to analyze the checklist survey questions.

Findings

Analysis of the quantitative survey results produced findings related to perceived stress,

MC program stress, and outcomes of stress.

Perceived stress. All participants who completed the survey reported experiencing stress

in their lives since beginning the MC program. The mean reported stress rating was 3.47

(SD=0.70; 0-4 Likert scale, 0=never, 1=almost never, 2=sometimes, 3=fairly often, 4=very

often). The mean reported stress levels were lower for participants who worked fewer than 30

hours per week (3.25, SD=0.89) when compared with participants worked more than 30 hours

per week (3.63, SD=0.50); however, these results were not statistically significant in our present

study after using unpaired t-tests. The mean reported stress scores were not statistically

significant for any demographic group after using unpaired t-tests (p >0.05).

All sources of stress that emerged from the focus group data were experienced by survey

participants; only a small number of participants selected “other” to indicate that a source of

stress was not a predetermined option on the list of possible responses. The most frequently

reported sources of stress were the MC program, work, finances, and health (refer to Table 3,

Appendix F).

MC program stress. All survey participants reported that their experience of stress has

increased since beginning the MC program, with the exception of one participant, who did not

answer the survey question. The mean reported change in stress since beginning the MC

program was 3.61 (SD=0.67; 0-4 Likert scale, 0=decreased substantially, 1=decreased slightly,


2=not changed, 3=increased slightly, 4=increased substantially). There were no statistically

significant differences in MC-related stress rating for any demographic group after using

unpaired t-tests (p >0.05). There were no associations found between specific sources of MC

stress and mean reported change in stress. All MC program related sources of stress that

emerged from the focus group data were reflected in the responses of survey participants, with

only two respondents identifying “other” sources of stress (refer to Table 4, Appendix F). The

most frequently experienced sources of stress resulting directly from the MC program were

discussion forum participation, lack of assignment clarity, lack of community, and

communication with instructor(s); program expectations and tuition also emerged as frequently

reported sources of stress.

Outcomes of stress. All survey participants reported experiencing physical health,

mental health, relationship, and other outcomes as a result of stress (refer to Table 5, Appendix

F). Almost all (18/19) participants reported experiencing emotional outcomes due to stress. The

most frequently reported outcomes of stress were fatigue, changes in sleeping patterns, increased

anxiety, and increased irritability. No associations were found between any of the reported

outcomes (e.g., mental health and physical health, increased fatigue and loss of sleep).

Survey participants reported using a variety of strategies to cope with stress (refer to

Table 6, Appendix F); however, no participants reported coping very effectively with stress. No

associations were found between the use of any specific coping strategies and reported feelings

of coping success. The mean self-assessment of coping success was 2.31 (SD=0.67; 1-4 Likert

scale, 1=not effectively, 2=somewhat effectively, 3=mostly effectively, 4=very effectively), and

was not statistically different between any of the identified demographic groups after using

unpaired t-tests (p >0.05). Most survey participants did not report reducing the number of hours


they work per week or reducing the number of MC courses they are enrolled in per semester

despite their prior identification of these factors as primary sources of stress. Spending time with

family members and friends was a frequently reported stress reduction strategy.

Synthesis of Findings

The findings from both the qualitative and quantitative phases of the present study

illuminate what sources of stress and associated outcomes online MC students experience most

frequently. All of the sources of stress that were identified in the qualitative phase of the study

were reflected in the responses of participants who completed the survey. Only a few

participants selected “other” as a source of stress they were experiencing in the quantitative

phase of the study. These findings indicate that the focus group questions were effective in

soliciting information regarding specific sources of stress experienced by MC students, and that

the subsequently developed survey questions were relevant and appropriate. The MC program

and work were identified as two primary sources of stress in both phases of the study; we suggest

that participants may be experiencing difficulty balancing the demands of both work and the MC

program. Alternatively, participants may have accepted that stress resulting from work and the

MC program is necessary to maintain financial stability and work towards future career goals.

The findings from the quantitative phase of the study revealed that there was more

reported variability in perceived stress levels among MC students than there was in the

qualitative phase; this may be due to the small size of the focus group or the fact that all focus

group participants deliberately chose to participate in a research study on stress.

Findings from both phases of the study revealed that stress is impacting the physical

health, mental health, emotional health, and relationships of online MC students in multitude of

ways. Findings from both phases also revealed that online MC students are using a number of


small-scale strategies (e.g., organization, down time) to cope with stress; however, their

perceived ability to cope with stress is low. We postulate that time constraints due to the

demands of work, the MC program, and other life roles/responsibilities may be preventing MC

students from frequently using coping strategies as lack of time was a reoccurring concept

throughout the focus group.

Implications

The present study indicates that online MC students are experiencing stress, are not

coping with stress effectively, and are experiencing numerous outcomes due to their experiences

of stress. These findings are of particular importance for both MC program coordinators and

instructors as they seek to develop and modify future delivery of the online MC program. We

believe that MC program coordinators could help to decrease MC students’ experience of stress

by enhancing student awareness of the expected MC program workload, e.g., explicit delineation

of course expectations on the MC website or in the MC handbook. We suggest that MC program

coordinators and instructors assist students in navigating any discrepancies between anticipated

course expectations and actual course expectations. We also suggest that institutional supports,

such as online counselling services, be made readily available for online MC students, who are

unable to access on-campus resources, as such supports may help to mitigate stress and the

associated outcomes among MC students. Finally, we see the need for ongoing and enhanced

dialogue between MC students and all MC program stakeholders regarding student stress as such

dialogue may help to prevent many of the identified outcomes related to stress.

Limitations

We recognize that the findings from the present study may be affected by certain

limitations. First, the sample for this study was small and lacked cultural diversity. The sample


for both phases of the study was limited to students enrolled in EDPS 610 in the Fall 2015

semester. In the qualitative phase, all participants identified as White/Caucasian. In the

quantitative phase, 16 participants identified as White/Caucasian, and only one male completed

the survey. The characteristics of our sample may limit the generalizability of our results to

other populations.

Second, we, the researchers, are all graduate students who expressed a specific interest in

studying stress experienced by MC students. We may have introduced biases into our research

question, methods, and data analysis. We recognize that we chose to focus exclusively on

distress rather than on distress and eustress in our development of both the focus group questions

and the survey questions. We also recognize that our personal beliefs and experiences may have

predisposed us to focus on particular variables or themes in our collection and interpretation of

both the qualitative and quantitative data (Leedy & Ormrod, 2016).

Third, the results of this study may also be limited as participants in this study were also

required to successively participate in four other quantitative studies. It is possible that

participants’ responses were either impacted by survey fatigue as a result of completing multiple

surveys or primed by answering survey questions prior to completion of our survey.

Future Research

The limitations of our study point to the need for future research studies to further

investigate the sources of stress experienced by MC students and the associated outcomes. We

suggest that future research studies compare the sources of stress and associated outcomes

experienced by online MC students and on campus-students, as well as the sources of stress and

associated outcomes experienced by MC students and students enrolled in other online graduate

programs. We also suggest that future researchers address possible gender differences in sources


and associated outcomes of stress, as well as possible cultural variations in reported stress among

MC students. It may behoove researchers to use a longitudinal design to explore MC students’

experience of stress over time.

It is recommended that future research studies have both a larger and more culturally

diverse sample in order to improve generalizability of results, and enhance scholarly

understanding of stress-related issues associated with distance learning. It is further

recommended that future researchers use rating scale questions to determine the relative impact

of each source of stress, and focus on determining and providing relevant stress reduction

supports to online MC students.

Conclusion

The findings from this study suggest that MC students experience stress resulting from a

variety of sources including the MC program itself, work, finances, and health. The findings

also suggest that MC students’ experience of stress leads to physical health, mental health,

emotional health, and relationship outcomes. Explicit delineation of MC program workload

expectations, ongoing dialogue between MC program coordinators and MC students, and easily

accessible supports for MC students may help to alleviate the stress and associated outcomes

experienced by MC students. Future research is needed to further examine the sources of stress

and associated outcomes experienced by MC students, as well as effective stress-reducing

strategies for MC students.


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Appendix A

Steps Completed in this Mixed Methods Study


Appendix B

Ethical Considerations

We recognize that if we were to conduct our present study in the real world, we would

need to address numerous ethical considerations during both the qualitative and quantitative

phases of the study. First and foremost, we would ensure that both phases of the study adhered

to the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canadian

Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada,

and Social Sciences and Humanities Research Council of Canada, 2014); all of the authors

would complete the Tri-Council’s Course on Research Ethics (CORE) tutorial, a tutorial

designed specifically for undergraduate and graduate students. We would also apply to the

Conjoint Faculties Research Ethics Board (CFREB) using the Institutional Research Information

Services Solution (IRISS; University of Calgary, 2015).

Second, we would ensure that each participant provided voluntary and informed

consent. Participants would be provided with information on confidentiality, including the limits

to confidentiality, procedures of the study, and the risks and benefits associated with

participating in the study (Canadian Psychological Association [CPA], 2000). Participants

would also be informed that their participation is voluntary and they are free to withdraw without

consequences at any point in the study (CPA, 2000; Leedy & Ormrod, 2016). Participants would

be asked to sign an informed consent form prior to participation in the focus group (refer to

Appendix E for a Sample Informed Consent Form), and would be asked to submit an electronic

informed consent form prior to completing the online survey. The researchers would ensure that

informed consent is not given under conditions of coercion, undue pressure, or undue reward

(CPA, 2000). Participants would be provided with an opportunity to debrief following


participation in the focus group (CPA, 2000). Participants would also be provided with our

contact information should they have any additional questions or concerns following

participating in either the qualitative or quantitative phase of the study.

Third, we would take steps to ensure that the anonymity of each participant is maintained,

and no identifying information is collected. We would assign each participant a pseudonym or a

number, store the focus group recording and associated documentation on a secure, password-

protected computer drive that only we have access to, and permanently erase the stored data from

the computer as required or justified by law (CPA, 2000).

Fourth, we would protect participants from harm (CPA, 2000). Although we do not see

any foreseeable risk associated with participation in the qualitative or quantitative phase of the

study, we recognize that the questions and topics in the focus group and the online survey could

be emotional and/or personal. Therefore, we would provide participants with information on

external resources for additional support (e.g., University of Calgary Wellness Centre).


Appendix C

Focus Group Script

Welcome and Introduction Good evening everyone. Welcome and thanks for joining me here tonight for this Focus Group on

stress. My name is Fiona and I will be facilitating this group. If we can first take a moment to

introduce ourselves, that would be great.

(Introductions)

Before we begin the group I would like to start by telling you about why we are conducting this

group. While I know you were provided this information in the initial invitation to this group, there

are a few things I would like to review. After that I will talk about confidentiality, some guidelines

for this focus group, and finally I will describe what the process will look like.

Purpose of the Focus Group

During this group we are going to talk about your experiences with stress as a graduate student in an

online Masters of Counselling (MC) program. Based on your responses we will be developing a

survey that will be given to all the students participating in class. We are wanting to gather

information on stress experienced by MC students and its associated outcomes.

Confidentiality

We will be recording this session, and we will also be taking notes on your responses during the

session. It is important for you to know that your responses will not include any personally

identifying information. Anything you share in the focus group will be kept confidential. I am

required to break confidentiality and report to the appropriate authorities if I hear that anyone in this

group is at risk of hurting themselves or others, or if the safety of a child or elderly person is in

jeopardy. Your participation in this group is voluntary and you have the right to withdraw from the

group at any time during the process. Does anyone have any questions about confidentiality?

(Pause). I now will be asking you to review the informed consent form, and sign it if you are in

agreement. If you have any questions as you read the form, please feel free to ask.

Guidelines and Process

The topic we are discussing tonight can be emotional and personal. Your experiences are very

important to us. In order to ensure that everyone is heard there are a few basic guidelines that we

will follow:

There are no right or wrong answers, each of your experiences are unique and valuable. We

would like to collect information from a diverse number of people.

Everyone will be given a chance to respond to the questions so please allow each member to

finish their response before the next person answers.

You will be asked questions regarding stress experienced as a graduate student in a MC online

program. Everyone will be given a chance to respond to each question before we move on the next.

There are a total of 14 questions and the session will last for approximately 1.5 to 2 hours. Does

anyone have any questions before we begin?


Appendix D

Focus Group Questions

1. Describe the sources of stress in your life that lead to negative outcomes.

2. Describe the sources of stress that you experience as graduate student that lead to negative

outcomes.

3. How have your sources of stress changed since you have been enrolled in the MC program?

4. Describe the sources of stress that result directly from the online structure of the MC

program (e.g., difficulty with technology, use of websites, lack of face-to-face interaction,

questions for discussion, relationship with instructor, deadlines, grades, workload, etc.).

5. In what ways is the stress described in the previous question impacting others areas of your

life?

6. In what ways is stress from the MC program impacting other areas of your life?

7. Describe any physical changes that you may have experienced since beginning the MC

program (e.g., weight loss/gain, increase in blood pressure, increased frequency/severity of

illness, sleep difficulties).

8. Describe any emotional changes that you may have experienced since beginning the MC

program (e.g., irritability, lack of patience, increased anger, empowerment, enhanced sense

of self-confidence, etc.).

9. Describe any changes to your mental health that you may have experienced since beginning

the MC program (e.g., increase in anxiety, episodes of depression, etc.).

10. In what ways has your stress from this program impacted others in your life?

11. What strategies have you used in the past to reduce the sources of stress in your life?

a. Describe how effective each of these strategies were in reducing the sources of stress

in your life.

12. What strategies have you used in the past to reduce the symptoms of stress in your life?

a. Describe how effective each of these strategies were in reducing the symptoms of

stress in your life.

13. What strategies are you currently using to reduce the sources of stress in your life?

a. Describe how effective each of these strategies are in reducing the sources of stress in

your life.

14. What strategies are you currently using to reduce the symptoms of stress in your life?

a. Describe how effective each of these strategies are in reducing the sources of stress in

your life.


Appendix E

Sample Informed Consent Form – Focus Group

Principal Investigator Fiona Swetlikoff

Master of Counselling

Student

Werklund School of

Education

Email: [email protected]

Research Team Members Lyndsey Cox

Megan Sinclair

Cynthia Smith

Kristina Tower

Supervisor Faye Wiesenberg, Ph.D.,

M.Ed., B.Ed., B.A.(HON)

Email: [email protected]

Phone: 403-247-3610

780-555-5555

Title of Project: An Exploratory Sequential Study of Stress among Master of Counselling Students

Sponsor Program requirement for EDPS 610– Research Methodology in Counselling

This consent form, a copy of which has been given to you, is only part of the process of informed

consent process. If you would like more details about anything mentioned here, or information not

included here, please feel free to ask. Please take the time to read this carefully and to understand

any accompanying information.

The University of Calgary Conjoint Faculties Research Ethics Board has approved this research

study.

Purpose of the Study

The purpose of this study is to gather information on stress, and its associated outcomes, experienced

by Master of Counselling (MC) students taking an online program. Based on your responses, we will

be developing an online survey that will be given to all students participating in the MC program.

What Will I Be Asked To Do?

During this focus group, you will be asked a number of questions that will allow you to share your

experiences with stress as a graduate student in the Master of Counselling program as well as with

everyday stress. Everyone will be given a chance to answer. You can choose not to answer. There

are a total of 14 questions and the session will last approximately 1.5 to 2 hours. We will take a five

minute break approximately halfway through the session. The principal investigator may ask follow-

up and clarifying questions.

The topic discussed in this focus group can be emotional and personal. Everyone’s experiences are

diverse and valuable.


Participation is completely voluntary, and you may refuse to answer any and all questions that you do

not feel comfortable with, or you may refuse to participate altogether. You may withdraw from the

study at any time without penalty or loss of benefits.

What Type of Personal Information Will Be Collected?

No personal identifying information will be collected in this study, and all participants shall remain

anonymous.

Should you agree to participate, you will be asked to provide some demographic information

including age, relationship status, race and ethnicity, number of hours worked, year in the program

and number of courses enrolled in, and whether you are raising children.

We will be recording this session, as well as taking notes on your responses. This is necessary for

the review and interpretation of results. This recording will not be shown to anyone outside of the

research team and our supervisor, and will not be shown in public. Your responses will not include

any personally identifying information.

Are there Risks or Benefits if I Participate?

While we do not see any foreseeable risks associated with participating in this focus group, we do

understand that discussions such as this can be emotionally difficult. Support services are available

through the University of Calgary Wellness Centre if you do experience difficulties as the result of

your participation in this group.

The information you share will be kept confidential unless the Principal Investigator hears

information that is required by law to be reported to law enforcement or other agency. This includes

when someone is at risk of hurting themselves or others, or if the safety of a child or elderly person is

in jeopardy.

What Happens to the Information I Provide?

The information provided will be used to create a survey that will be given to MC students. The

information you provide as part of this focus group will be reviewed by the principal investigator, the

research team listed above, and their supervisor.

Rather than using personally identifying information, all participants will be given a number so we

can keep track of what is being said.

As this is a group setting, where you may or may not know the other members, we ask that what is

said in this room, stays in this room, in order to protect the privacy of other group members.

If you decide to withdraw, the data you have contributed will not be used.

Participation is completely voluntary, anonymous and confidential. You are free to discontinue

participation at any time during the study. No one except the researchers and their supervisor will be

allowed to see or hear any of the answers to the questionnaire or the interview tape. There are no

names on the transcript. Only group information will be summarized for any presentation or

publication of results. The recording and accompanying notes will be kept in a secure, password-

protected computer drive, only accessible by the researchers and their supervisor. The anonymous

data will be stored for five years on a computer disk, at which time, it will be permanently erased.


There are several options for you to consider if you decide to take part in this research. Please

carefully review each of these options, and choose Yes or No:

I understand that my participation is voluntary and I can withdraw at any time: Yes: ___ No: ___

I understand that I can choose not to answer: Yes: ___ No: ___

I grant permission to be audio taped: Yes: ___ No: ___

I grant permission to be videotaped: Yes: ___ No: ___

I understand that my information is anonymous: Yes: ___ No: ___

I understand the risks and benefits of participating: Yes: ___ No: ___

Signatures

Your signature on this form indicates that: 1) You understand to your satisfaction the information

provided to you about your participation in this research project, and 2) You agree to participate in

the research project.

In no way does this waive your legal rights nor release the investigators, sponsors, or involved

institutions from their legal and professional responsibilities. You are free to withdraw from this

research project at any time. You should feel free to ask for clarification or new information

throughout your participation.

Participant’s Name (please print):

______________________________________________________

Participant’s Signature: _______________________________________ Date: _________________

Researcher’s Name (please print):

______________________________________________________

Researcher’s Signature: _______________________________________ Date: _________________

Questions/Concerns

If you have any further questions or want clarification regarding this research and/or your

participation, please contact: Fiona Swetlikoff

Werklund School of Education

[email protected]

780-555-5555

and

Faye Wiesenberg, Supervisor

[email protected]

780-247-3610

If you have any concerns about the way you’ve been treated as a participant, please contact the

Research Ethics Analyst, Research Services Office, University of Calgary at (403) 210-9863; email

[email protected]. A copy of this consent form has been given to you to keep for your records and

reference. The investigator has kept a copy of the consent form.

mailto:[email protected]


Appendix F

Table 1

Focus Group Themes

Research

Question

Focus

Themes Sub-categories

Sources

of

Stress

MC program Time required, program expectations and workload, financial stress,

discussion forum posts, difficulty of course content, assignment lack of

clarity, communication with instructor, technology frustrations, lack of face-

to-face communication, comparison to others, decreased MC performance

due to work demands

Work Work demands, job insecurity, distracted by MC program while at work

Other Home renovations, relationship stress, worries about family member health,

pressure on self, finances

Outcomes

of

Stress

Relationships Strain on partner, decreased time for family, decreased time for friends and

pets, feelings of guilt about relationships, ending of friendships, increased

support from friends and family

Physical health Stomach aches, headaches, changes in eating patterns, changes in sleep

patterns, fatigue

Mental health Decrease in self-esteem, increased anxiety, lack of motivation, no mental

health changes

Emotional health Increased crying, decreased patience, decreased feelings of joy, increased

irritability/frustration/anger

Other outcomes Decreased time for exercise, decreased work attendance/job performance,

decreased time to eat healthily, decreased time for pleasurable activities,

decreased time for housework, weekends taken up by schoolwork,

Work attendance

Coping strategies Reducing work week, reducing MC program demands, exercise, down-time,

organization, spending time with friends and family, other (e.g. cooking,

sleep, spirituality)


Table 2

Demographic Characteristics of Survey Respondents

Characteristic

Number of

Respondents

(n = 19)

Age

25-34 14

35-44 3

45-54

Skipped Question

1

1

Ethnicity

Asian/Pacific Islander 2

Hispanic 1

White/Caucasian 16

Relationship status

Single 6

Married/Partner

Skipped Question

12

1

Caring for children

Yes 6

No 13

Approximate weekly

work hours

Less than 30 8

30-40 9

40-50 2

Number of MC courses

One 1

Two 18

MC program start date

Fall 2013 3

Fall 2014 16


Table 3

Sources of Stress Among MC Students

Source of Stress

Number of

Respondents

(n = 19)

MC program 19

Finances 16

Work 16

Physical health concerns 10

Mental health concerns 10

Emotional health concerns 10

Other family members 9

Other relationships 8

Spouse/Partner 7

Children 4

Spirituality 3

Other 4

Table 4

MC Program-Related Sources of Stress among MC Students

Source of Stress

Number of

Respondents

(n = 19)

MC program expectations and workload 17

Discussion forum participation 17

Tuition costs 16

Lack of assignment clarity 15

Lack of community and feelings of isolation 14

Communication with instructor 13

Comparison to fellow classmates 11

Technology frustrations 8

Communication with fellow classmates 7

Other 2


Table 5

Outcomes of Stress among MC Students

Table 6

Strategies Used by MC Students to Cope with Stress

Strategy

Number of

Respondents

(n = 19)

Organization 17

Spending time with friends and family 14

Down-time 14

Exercising 9

Reducing work hours 9

Reducing MC program demands 4

Seeking therapy, counselling or other supports 4

Other 2


Appendix G

Sample Quotations for Focus Group Themes

Reported sources of stress from the focus group

Theme Categories Evidence

Master’s

Program

MC program is a main source of stress

“but this program predominates my life, negatively colors it, displaces everything so that I am feeling

quite stressed all the time, little time for other emotions, thoughts ….in this program am experiencing

very little joy or happiness in my life…during breaks between courses I am back to my normal

contented self”

“life was pretty stress free before I started the MC program”

“Prior to beginning this program, I enjoyed my work, had a well-balanced life, felt mostly relaxed.”

Financial stress “I think financially, there has been an added stress.’

“we are putting significant coin into this program”

Deadlines

“…the weekly or biweekly deadlines for the discussion posts cause me a lot of stress.”

“deadlines are stressful too as hard to carve out time for working on them w. demanding weekly

readings and forums”

“I also experience stress regarding assignment deadlines, especially trying to balance them with work

and the weekly required course work.”

Discussion forum posts

“I find the Discussion Forum questions to be challenging sometimes.”

“I think the discussion boards have been frustrating.”

“I find it very difficult to keep up with the online discussion expectations.”

“The format of the online discussions is also stressful because they need to be formal and we are graded

on the quality.”

Course workload

“I have found the workload to be greater than I anticipated”

“I feel like I am able to keep up with the weekly course work but completing the additional assignments

is what I find challenging.”

“…the weekly readings and assignments are so time consuming that it is very difficult to budget time

for the other assignments.”

Difficulty of course content “…some of the material is way over my head”

“I have also found the content of some classes to be challenging”

Assignment lack of clarity

“…difficult in the online format to hunt for clarifications about assignments. They are usually scattered

among the syllabus, the Content, and the discussion forums”

“Confusing, unclear, and sometimes shifting assignment instructions are a huge source of stress”

Limited flexibility of course selection “I wish we had more selection in some of the classes we are taking… I wish we had some selection

around topics like those, so we could apply them to our future aspirations”

Communication with instructor “I find that online communication with instructors is a bit more stressful, because it is difficult to



interpret their tone and I will often assume that they are frustrated with some of my questions.”

“I also find communicating with the instructors and TAs only by email to be challenging as I feel like

there can be miscommunication as well as missed opportunities for learning.”

“My other frustration is around when the instructors will suddenly announce an online connect session

without notice.”

Online format

“I find too that the structure of the program does not allow a student to get much clarifying information

when needed”

“I don't like to read off the computer, and I print everything off”

Technology frustrations

“I bought a new computer last summer just to start the program and I got a lemon.”

“My stress elevates whenever I have to try something new technologically. For instance, in 630, we

were all contributing to a google doc…”

“I now have to make sure that internet access is available at all times”

Lack of face-to-face Communication

“I really enjoy face-to-face learning, and the classroom setting…I feel that is really missing in the

online MC program.”

“Feeling isolated from classmates is a big one too.”

“No paraverbal cues to help interpret statements, no sense of community.”

“I agree with …about feeling isolated.”

“I feel that the face-to-face component that is lacking sometimes results in me feeling even more

stressed due to feeling isolated.”

Reading “The reading for me is a challenge as I am not a fast reader.”

APA expectations “Oh, and using APA. I have a strong dislike for the text book that goes with APA.”

Grade expectations

“And the expectation that you have to maintain a B average also adds another element of stress.”

“I also put lots of pressure on myself regarding getting good grades, but it is hard not to when we are

required to get at least a B- or are kicked out of the program.”

Number of hours

“Also, I am finding that weekly assignments take much more than the "10-15 hours per week that they

are supposed to take.”

“It definitely isn’t the ten hours a week per class that we were told.”

Comparison to others

“Another source of stress for me is that I feel like I am behind everyone in terms of my knowledge and

experience in counselling. I have zero experience and so that early courses about theories of

counselling and ethics... I felt like others had more background knowledge than me.”

“I often feel behind everyone in terms of academics and understanding the course readings, but I have

the experience in counselling.”

“It's hard not to compare yourself to the other students in the program.”

“I agree with you all that I feel underqualified in comparison to classmates, nice to hear that you all feel

similarly.”

Work-related

Stress Work demands are a major source of stress

“I think that the job is the source of most of my stress”

“I love teaching but it is incredibly time and energy consuming”



Distracted by MC program while at work

“I sometime feel distracted at work”

“and try to squeeze in homework when I have time”

“I also when feeling under the gun, sneak a little coursework in at work or read or contribute to forum

posts, feel very guilty doing so so try not to do this often”

Job insecurity “as of September 2015, things with my job have been increasingly stressful…they need to defend my

position to upper management”

Decreased job performance due to MC

program

“I feel like my job performance has declined (somewhat) since starting this program.”

MC program is negatively impacted by

work stress

“I could be performing better in the MC courses if I wasn't so stressed from my job”

“I would really enjoy this program if I could concentrate on it full time and didn't have to work.”

Work truancy “Me too! I called in “sick” once this semester”

“I was ‘sick’ last week as well”

Other Sources of

Stress

Home renovations “The stressors in my life that are leading to negative outcomes are school (being in the MC program

and not having time for much else), my health and doing renos on my boyfriend's place.”

Relationship stress “I'm having relationship issues with my partner right now, and I don't know if the relationship problems

are causing me stress... or if the stress is causing the relationship problems.”

Worries about family member health

“My major sources of stress are: my job, my relationship with my partner, family member health

issues….”

“I do have a family illness situation that flares up sporadically, which is very stressful when

happening.”

Pressure on self

“I also place high expectations on myself to achieve which I think results in me experiencing more

stress than I necessarily need to experience.”

“I have major problems with placing too much pressure on myself.”


Reported outcomes of stress from the focus group


Relationship

impacts due to

general stress

Husband/partner is impacted by

participants’ stress

“definitely my poor longsuffering husband”

“I'm having relationship issues with my partner right now, and I don't know if the relationship

problems are causing me stress... or if the stress is causing the relationship problems.”

Time available for family relationships is

reduced

“I don't see my parents or my sisters as often as I would like”

“Also, barely have time to chat with my grown children”

“My poor friends and children b/c I have a hard time focusing on anything else (feel consumed) or

talking about anything else”

Time available for friend and pet

relationships is reduced

“I have had some friends ask me to go to movies etc., but have had to turn them down.”

“I feel bad that my guinea pig does not get as much cuddle time.”

Feelings of guilt about relationships “I don't see my parents or my sisters as often as I would like, which I feel guilty about.”

Ending of friendships “There were some friends that I wanted to lose contact with, and this has definitely been a good

excuse to do it.”

Health impacts

due to general

stress

General negative impacts

“I think stress is impacting some health issues”

“I feel less healthy when stressed out, but not sure if I’ve noticed any specific changes since beginning

the program”

Stomach aches

“I also recently started experiencing quite bad stomach aches which I believe are due to stress”

“I am back to having problems with my digestive system…for the last month, I cannot seem to

manage it well…believe part of this is stress”

Decreased self-

care due to

general stress

Time available for exercise is reduced “I would like to be able to run and go to yoga regularly but those things have fallen to the wayside.”

Time available to eat healthily is reduced “I do not give myself time to exercise or eat well when I am stressed.”

“I also find myself snacking on unhealthy foods, especially late at night when I’m doing schoolwork”

Time available for personal enjoyment

activities is reduced

“I don't have time to do the things I enjoy anymore, e.g., going to the movies, going shopping, DIY

projects around my house spending time outside in nature.”

Time available for housework is reduced “I am literally doing no housework other than laundry and cleaning bathrooms once weekly.”

General outcomes

related to MC

program stress

Less time for pleasurable activities

“Tremendously impacting other areas of my life. No time for pleasurable activities. Even my

recreational reading that I get up at 5:30 am daily to try to fit in has gone by the wayside, subsumed by

assignment deadlines.”

Weekends taken up by schoolwork “Weekends therefore become totally filled up with keeping up with course assignments.”

“…it has been difficult to have all my weekends taken up with the courses.”

Work attendance

“I have also phoned in sick to work as a result of feeling stressed with school. I rarely phoned in sick

to work before starting the MC program.”

“I took a sick day last week to finish the annotated bibliography. I have too never done that prior to

this program.”



Sleep problems

“Not sleeping well, wake up at 4 am lots, because feel too worried about school work to sleep.”

“definitely sleep issues increasing with stress of program, usually I sleep just fine when not in the

program”

“I find that when I have a lot to do, one of the first things to go is sleep.”

Positive sleeping patterns

“Even when I let other things fall by the wayside, I am intentional about getting enough sleep”

“…alternative medicines…have actually improved my health. I was only sleeping 2-4 hours a

night…but within the last year, I am sleeping around 6-8”

General negative health impacts

“I would say though that my health is impacting other things, as I have had to call in sick to work, has

made me cranky at time with others.”

“I think that my stress is causing some of my health issues. I have been managing my health for the

last ten or so years, but …lately, I… am not managing well”

“Sitting for hours…at the computer typing or reading (course-related)…makes me really sedentary if I

… go for a walk, that just means that I have to stay up later…I am already staying up late as it is to do

schoolwork…”

Headaches

“… experienced headaches since grade 2, but started experiencing migraines and

increased…headaches in the past 1 1/2 years”

Loss of Appetite “but…losing weight, probably b/c eating less calories overall (i.e., snacking replacing dinners

sometimes, feeling stressed leads to loss of appetite sometimes)”

Mental health and

emotional

outcomes related

to MC program

stress

Increased irritability, frustration, and anger

“My irritability has increased since the start of the MC program “

“I think I have moments of irritability”

“am crankier than usual”

“Have more angry outbursts in this program.”

“I think there have been times when I have been more irritable, especially before an assignment

timeline.”

“I have increased frustration that stem from the courses taking longer than my expectations going in.”

Increased crying

“I have also had those moments where stupid thing happen and I start crying.”

“definitely much more teary outbursts than usual”

“I cried two times in less than a week at work a couple weeks ago...this was due to a combination of

things, not just school”

Lack of patience “Lack of patience related to nights where I choose to stay up late to do homework.”

“I was not as patient as usual(at work)”

Loss of joy

“am joyless”

“I also think that I have experienced a loss of pleasure in my life”

“I also feel like I have no time to do the things that I enjoy. Since this semester started I’ve really been

struggling with experiencing a lack of joy in my life.”



Tiredness and difficulty relaxing “feel tired all the time”

“trouble turning my brain off to relax”

Decrease in self-esteem

“…but increased feelings of inadequacy”

“I experienced a slight drop in self-esteem”

“I find that my sense of academic self-efficacy is very low due to the uneven grading experienced (i.e.

b/w instructors), despite the good grades that I am receiving”

Increased anxiety since beginning MC

program

“I think that I feel more anxious overall”

“I’ve experienced increased anxiety.

Lack of motivation “Sometimes I find it challenging to be motivated especially after a large assignment is due”

No mental health changes “I would not say that I have experienced changes to my mental health.”

Relationship

outcomes related

to MC program

stress

Less time spent with partner, family, and

friends

“the program has somewhat impacted my family in Calgary because I have had to work on

coursework when I’m home visiting at Christmas and in the summer”

Increased feelings of guilt related to lack of

time for relationships

“I sometimes feel like a bad friend, daughter, sister, etc.”

Support and empathy from friends and

family

“…all my main supportive people in my life are deeply empathetic and upset for me on my behalf

regarding the extensive academic demands”

“I have had some friends be really understanding”

“I think on one hand they understand but on the other hand they don't.”


Reported strategies used to cope with stress in the focus group


Work-related Reducing work week

“When I began the MC program…I switched to…working fewer days but longer hours…it has made a

difference and I feel like I would struggle with keeping on top of school work if I worked 5 days a

week”

MC Program

Actions

Taking stress leave from the MC program “I ended up taking official "Stress Leave" from the program for a year”

Reducing course-load

“My program plan has pretty much 1 course per term (occasionally 2) and will finish much later than

originally planned. But, the consequence is that the program will take me way longer and cost more

money. I decided that it is worth it, though, to save stress:

Exercise

Running/walking

“I absolutely find to go running is my best coping strategy.”

“I also find that exercise helps and I try to swim and run several times a week.”

“I am not making as much time to go running but am still making sure I go a couple of times a

week…”

Yoga “Yoga I go to as well once a week but more so I can put my pants on…”

Swimming “I also find that exercise helps and I try to swim and run several times a week.”

Down-time

Reading

“I do try to read, but am not doing this much either”

“Even just watching a mindless show before bed.”

“TV helps me take my mind off of things.”

Television “I find watching my Sunday evening program therapeutic as I definitely turn my brain off…”

Organization

Planning

“…making sure other areas of my life are somewhat organized is helping me”

“Other things are making sure I am organized-I am definitely a planner.”

Prioritizing “Prioritizing what was and wasn't important has also helped me to reduce stress.”

Making lists I have reduced the following strategies to reduce stress: making lists, writing in my planner…

Social Spending time with friends and family

“These (i.e., bootcamp, yoga) are times I get some socialization in…”

“my husband and I have a couple TV shows that we watch on a weekly basis…so he “makes me” take

a break to watch them”

“talking on the phone sometimes helpful”

“coffees with friends or husband, chatting with my daughters”

“I also love talking to my family via Skype, and I always feel better afterwards.”

Other

Cooking “…cooking helps my stress…I pretend that I am Martha Stewart for half an hour a day!”

Seeking adequate sleep “I am currently trying to obtain 7-8 hours of sleep per night”

“I allow myself to take naps when I am tired…”



Reframing “At first, I looked at it as a burden…now I’m consciously trying to think about the program something

I’m doing for myself…it actually really helps me”

Environment “I also set up a new office space, because having a nice space to work really helps me stay positive

and feel better”

Spirituality “I am also praying and trying to spend time doing devotions”

Being outdoors “being out in nature”

“And being outside every chance I get really helps me.”

Time off and vacations

“Thank goodness for the long breaks that we get between courses as they help me to recalibrate and

regain energy”

“taking a mini-vacation wherein I do something pleasurable for the whole day and not attend to

whatever is stressing me”

“In the summers, I use to just go camping by myself for a few days. “

“ Taking vacations really helps me escape too”

Shopping “as silly as it sounds going shopping”

Creative pursuits “I also like doing creative things around my house, e.g., DIY projects, painting, decorating etc.”


Appendix H

Stress Group Survey

https://www.surveymonkey.com/r/EDPS610Stress

You are invited to take part in an online survey investigating the specific sources of stress among

graduate students enrolled in the online Master of Counselling (MC) program through the University of

Calgary. This research project is being conducted by students in EDPS 610–Research Methodology in

Counselling at the University of Calgary. Please feel free to contact us if you have any questions about

the study and/or its procedures.

The Survey

This survey will take approximately 10 minutes to complete. In the survey you will be asked to supply

some background demographic information, and then you will be asked questions about your experiences

with stress during your time in the online MC program.

Participation

Your participation in this survey is completely voluntary. You may refuse to take part in the research or

withdraw from the survey at any time with no penalty. You are also free to decline to answer any

question you do not wish to answer for any reason.

Benefits

You will not be compensated for your participation in this survey; however, your responses may

contribute to scholarly knowledge of the sources of stress in an online MC program.

Risks

There are no foreseeable risks involved in participating in this study other than those encountered in day-

to-day life. If you do experience difficulties as the result of taking this survey, support services are

available through the University of Calgary Wellness Centre.

Confidentiality

Your confidentiality is very important to us. Your responses will remain anonymous. No one will be

able to identify you or your answers, and no one will know whether or not you participated in the study.

SurveyMonkey does not collect any identifying information such as your name, email address, or IP

address.

Results

The summarized results of this survey will be shared with the Fall 2015 EDPS 610 class and instructors.

ELECTRONIC CONSENT: You may print a copy of this consent form for your records. By selecting

"Next" below, you are indicating that:

- You have read the above information

- You voluntarily agree to participate

- You are 18 years of age or older

Adapted from Sample Consent Form for Online Surveys. Retrieved from https://www.agnesscott.edu/

https://www.surveymonkey.com/r/EDPS610Stress


Demographic Information

What is your age?

18 to 24

25 to 34

35 to 44

45 to 54

55 to 64

65 to 74

75 or older

Relationship Status

Single

Married/Committed Partner

Other

Which race/ethnicity best describes you? Please choose only one.

First Nations / Aboriginal

Asian / Pacific Islander

Black or African American

Hispanic

White/Caucasian

Multiple ethnicity/Other

How many MC courses are you currently enrolled in?

1

2

3 or above

When did you begin the MC program?

Prior to Fall 2012

Fall 2012

Fall 2013

Fall 2014

Other

Approximately how many hours per week do you work at your job(s)?

less than 30

30-40

40-50

More than 50

Have you been caring for children while enrolled in the MC program?

Yes

No

Other


Questionnaire This study will investigate the specific sources of stress among graduate students enrolled in the

online MC program through the University of Calgary. For the purposes of this survey, “stress” can be broadly defined as the subjective evaluation of

your ability to cope with demands posed by environmental stressors (Cohen, Kessler, & Gordon,

1995).

1. How often have you experienced stress since beginning the MC program?

never

almost never

sometimes

fairly often

very often

2. How has your experience of stress changed in comparison to your life prior to beginning the

MC program?

stress has decreased substantially

stress has decreased slightly

stress has not changed

stress has increased slightly

stress has increased substantially

3. Which of the following sources have contributed to your experience of stress since beginning

the MC program? Select all that apply.

school/MC program stress

work

finances

husband/wife/partner

children

other family members (e.g. siblings, parents)

other relationships (e.g. friendships, co-workers)

physical health

mental health

emotional health

spirituality

other

none of the above apply

4. Which of the following sources, resulting directly from the MC program, have contributed to

your experience of stress? Select all that apply.

tuition costs

MC program expectations and workload (e.g., amount of reading, APA expectations,

number of hours, maintenance of B average, deadlines, limited flexibility of course

selection)

discussion forum participation


lack of assignment clarity

communication with instructor

communication with fellow classmates (e.g., for group assignments)

technology frustrations

lack of community and feelings of isolation (e.g., due to lack of face-to-face

communication)

feelings of inadequacy in comparison to fellow classmates

other


5. What physical symptoms of stress have you experienced throughout your time in the MC

program? Select all that apply.

changes in sleeping patterns

changes in eating patterns

headaches

stomach aches and/or digestive problems

fatigue

other physical health concerns


6. What emotional symptoms of stress have you experienced throughout your time in the MC


increased irritability, frustration and/or anger

increased crying and/or sadness

decreased moments of pleasure

increased state of arousal (i.e. awakeness)

other


7. What mental health symptoms of stress have you experienced throughout your time in the

MC program? Select all that apply.

decreased self-esteem

increased anxiety

increased depression

lack of motivation

other


8. How have your relationships been impacted by stress throughout your time in the MC

Program? Select all that apply.

strain on marital relationships/partnerships

lack of time to spend with friends and family

increased irritability and/or lack of patience with friends and family

increased feelings of guilt related to lack of time for relationships


increased support from family and friends

decreased support from family and friends

loss of connections/friendships

increase in connections/friendships

other

relationships have not been impacted by stress

9. What additional outcomes of stress have you experienced throughout your time in the MC


decreased exercise

decreased effort to eat healthily

decreased time for personal recreational activities

decreased completion of household chores (i.e., housework, yard work, etc.)

distracted by MC program while at work

decreased job performance

decreased work attendance

other


10. What strategies have you used to cope with and/or reduce feelings of stress throughout your

time in the MC program? Select all that apply

organization (e.g. planning, making lists)

down-time (e.g. reading, television)

spending time with friends and family

exercising

reducing work hours

reducing MC program demands (e.g. taking only one course per term, applying for

extensions)

seeking therapy, counselling or other external supports

other


11. How effectively do you think you having been coping with your stress throughout your time

in the MC program?

not effectively

somewhat effectively

mostly effectively

very effectively

not applicable

an exploratory sequential study of stress among master of...

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