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APHA Scientific Session and Event Listing

Recorded presentation

Shannon King¹, William C. Andress, DrPH, MPH, CHES¹, Mieko Hoshino, MS², and Stafford Rorke, DPhil, FACSM¹. (1) School of Health Sciences, Oakland University, Hannah Hall, Rochester, MI 48309, 248-370-4313, andress@oakland.edu, (2) Academic Skills Center, Oakland University, North Foundation Hall, Rochester, MI 48309

Recognizing that high levels of stress and depression are ubiquitous on academic campuses, Oakland University, a mid-size state university located 40 miles north of Detroit, MI, approved the addition of “Laughter as Therapeutic Modality,” into its repertoire of general education electives in the Fall of 2004. During the current term, baseline data is being collected on a subset of students (n=20) taking the four-credit-hour course. Following classroom instruction based on McGhee's 8-Step approach for the development of therapeutic laughter coping skills, students will be reevaluated to determine the course's utility in effecting positive physiological (reduced heart rate and blood pressure) and psychological changes (as measured by self-reports utilizing Seligman's explanatory style questionnaire, and McGhee's “Sense of Humor Scale”). Preliminary results, based on student feedback, indicate that an undergraduate course in “laughter skills” may be effective in modulating stress responses in young adults (ages 15-24) by enabling them to develop a more optimistic explanatory style and providing them with appropriate skills to both recognize and cognitively restructure negative mood states. It is anticipated that statistical paired t-tests of pre- and post-data sets will validate the above hypothesis by demonstrating reductions in resting blood pressures and heart rates, and a progression towards a heightened optimistic explanatory style. Recommendations and guidelines for the development of similar “Laughter as Therapeutic Modality” courses will be provided.

Learning Objectives: At the conclusion of the session, the participant (learner) in this session will be able to

• List a minimum of five therapeutic benefits that therapeutic laughter courses can have on a student body.
• Develop a conceptual framework for designing their own "Laughter as Therapeutic Modality" courses.
• Recognize the therapeutic value of "laughter classes" in a college curriculum as a means of helping students to better deal with stressors.

Keywords: Public Health Curriculum, Wellness

Presenting author's disclosure statement:

Any relevant financial relationships? No

Recorded presentation