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Further, a study with a larger sample size will increase diversity both in gender and in the religion of participants. A study that explores the perceptions of specific groups of students with the same responsibilities but from different religious backgrounds, such as mothers, would give a better explanation of the feelings, perceptions, and specific needs of that group.
Conclusion This study explored the perceived stressors, social supports, and coping strategies utilized by students in a master’s level occupational therapy (OT) program. The study also explored the effects of religion on stress levels, the student’s life priorities, and the utilization of on-campus mental health support services. The study attempted to answer the question of whether students would have more success in completing a master’s level OT program if they had a better understanding of perceived stress, supports required, and priorities with regard to the program. The study also attempted to explore whether religion decreased the students’ stress levels and if mental health services were utilized, if needed. Students reported a high level of stress throughout the program, but especially during the first semester, when their coping strategies were not yet established. All students reported
having a decline in stress once they found coping strategies that were effective for their own needs. Most students reported that religion did in fact decrease their stress levels significantly and assisted them in coping with the demands of the program. All students relied heavily on their families and friends for support, and only two participants were able to keep their jobs while enrolled in the program. While the group of Jewish students described that their priorities while being in the program were to start a family, the traditional group of students reported that academics was always the priority for them, unless there was a family emergency. Mental health services both on and off campus were not utilized by any of the participants for various reasons, even when some participants reported that they were in need of this support.
References American College Health Association. (2005). The American College Health Association National College Health Assessment (ACHA-NCHA), spring 2003 reference group report. Journal of American College Health, 53(5), 199. Everly, J. S., Poff, D. W., Lamport, N., Hamant, C., & Alvey, G. (1994). Perceived stressors and coping strategies of occupational therapy students. American Journal of Occupational Therapy, 48(11), 1022-1028.
Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41. Misra, R., Crist, M., & Burant, C. J. (2003). Relationships among life stress, social support, academic stressors, and reactions to stressors of international students in the United States. International Journal of Stress Management, 10(2), 137. Ringel, S. (2007). Identity and gender roles of Orthodox Jewish women: Implications for social work practice. Smith College Studies in Social Work, 77(2-3), 25-44. Seaward, B. L. (2016). Essentials of managing stress. Jones & Bartlett Publishers. Shields, N. (2001). Stress, active coping, and academic performance among persisting and nonpersisting college students. Journal of Applied Biobehavioral Research, 6(2), 65-81. Walton, R. L. (2002). A comparison of perceived stress levels and coping styles of junior and senior students in nursing and social work programs (doctoral dissertation, Marshall University, Huntington, WV). Zivin, K., Eisenberg, D., Gollust, S. E., & Golberstein, E. (2009). Persistence of mental health problems and needs in a college student population. Journal of Affective Disorders, 117(3), 180-185.
Robin Akselrud, OTD, OTR/L, is assistant professor and academic fieldwork coordinator in the Department of Health Professions in the School of Health Professions and Human Services at Hofstra University. She brings both her clinical and administrative experiences to the Occupational Therapy program at Hofstra. Dr. Akselrud is a certified early intervention provider and has worked in a variety of treatment settings, including schools, outpatient rehab, and home care for both adult and geriatric clients. She established and owns an OT outpatient facility for both children and adults in Brooklyn, Forward OT PLLC. Dr. Akselrud has served an adjunct professor at LIU Brooklyn, York-CUNY, and Touro College for the past five years. She received her post-professional doctorate from Quinnipiac University in 2017.
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