BPS Wellness Self Study Paper

Running head: A Self-Study: Physical Exercise as a Means of Reducing Anxiety

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A Self-Study: Physical Exercise as a Means of Reducing Anxiety

Andrew Pearce

Psych 6104

Yorkville University


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Abstract

Anxiety is a common behavioural health problem, especially for a student undertaking

graduate studies. Anxiety if left unmonitored and unmanaged can result in debilitating

biological, psychological, and social effects. In fact, continuous high levels of anxiety can lead

to chronic health problems such as anxious depression, hypertension, and insomnia (Jonas &

Lando, 2000), thus infringing upon a person’s ability to perform at work, to engage in social

settings, and to pursue further education.

Research has considered the potential benefits of various interventions such as mindfulness

therapy, cognitive behavioural therapy (CBT), and physical exercise (PE), as potential anxiety-

reducing therapies (Keng, Smoski, & Robins, 2011). However, there is much less data on the

effects of exercise on anxiety than for exercise on depression (Lee & Hopkins, 2013). Therefore,

amongst the potential anxiety interventions to be enacted and measured, the aim of this self-

study is to determine if physical exercise is a viable means of reducing anxiety as a person

adjusts to graduate studies (Keng, Smoski, & Robins, 2011).

Using a single-case self-study research design and employing the Beck Anxiety Inventory

(BAI) to gather anxiety data (Appendix 1, Figure 1), one participant is observed for two weeks

without any intervention and then for three weeks the same participant is introduced to one

intervention variable: exercise.

Week one and week two began with a BAI score of 30 and 26; however, once the exercise

intervention began in week three and continued into weeks four and five, the participant’s BAI

score dropped from 15 in week three, to 3 in week four, and 2 in week five, resulting in an

overall drop of 28 points from week one.


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Based on the BAI data that were collected (Appendix 2, Figure 1.2), exercise is a viable means

for reducing anxiety. The findings from this single-case self-study, as well as recommendations

and implications for future students regarding “Safe and Effective Use of Self” (SEUS), are also

discussed in this self-study.

Keywords: anxiety reduction, exercise therapy, exercise intervention and anxiety

A Self-Study: Physical Exercise as a Means of Reducing Anxiety

Undertaking graduate studies is a significantly challenging and rewarding journey, with or

without various internal and external factors, such as but not limited to academic competence,

family dynamics and responsibilities, work responsibilities, and social obligations. Timothy

Melchert explains in his book, Foundations of Professional Psychology, that there are many

contributing biospychosocial (BPS) factors “at play” in a person’s life (Melchert, 2011). For

example, a counselling student’s psychological well-being may be linked to a specific desire of

educational attainment, which may also be accompanied with apprehensive feelings and

worrisome thoughts. In addition, the student may think and feel that he or she may not possess

the academic competency required to succeed in graduate studies such as a Masters of Arts in

Counselling Psychology (MACP).

Clearly, anxiety is a valid underlining stressor to one’s overall well-being and academic

success (Melchert, 2011, p. 34). Therefore, for a student undertaking graduate studies anxiety is

a significant issue, which if left unmonitored and unmanaged can result in debilitating

biopsychosocial effects.


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Anxiety is a common mental condition characterized by feelings of persistent nervousness,

apprehension, tension, discomfort, and worrisome thoughts about day-to-day things. As these

anxious feelings and emotions manifest, the body reacts to the perceived threats known as

“anxious arousal”, resulting in but not limited to shortness of breath, nausea, muscle tightness,

sweating, and increased heartbeat (Kessler et al., 1994; Anxiety Center, 2015; Banich &

Compton, 2011, p. 416).

According to Kessler, Berglund, Demler, Robertson, and Walters, anxiety is a common

behavioural health disorder among adults within North America. In fact, “various large scale

epidemiological surveys in the United States [suggest] a lifetime prevalence rate of between 25-

30% for at least one anxiety disorder” (Kessler, Berglund, Demler, Robertson, & Walters, 2004).

In addition, a Canadian Community Health Survey found “Canada [exhibits] similar patterns of

anxiety prevalence” (Canadian Community Health Survey, 2003).

In order to ascertain one’s anxiety, various methods are used to measure anxiety such as the

State Trait Anxiety Inventory (STAI) and the Beck Anxiety Inventory (BAI). The STAI consists

of 40 self-report items and distinguishes between a person’s state and trait anxiety levels. State

anxiety examines how a person is feeling at the time of a perceived threat (Spielberger &

Sydeman, 1994) such as feelings of nervousness, fear, and discomfort. Whereas trait anxiety

looks at a person’s enduring disposition to feelings of discomfort and worry in various normal

situations such as at social functions or going to the mall (Spielberger & Sydeman, 1994).

The Beck Anxiety Inventory (BAI) consists of a 21 self-report questionnaire, which measures

common symptoms of anxiety with a scoring scale of 0-3, with a maximum possible score of 63.


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A 0-21 range reflects low anxiety, a 22-35 range reflects moderate anxiety, and 36-63 reflects

severe anxiety.

It is important to note that anxiety is a normal response to a threating situation (Taylor, 2010)

such as crossing a high bridge over a large body of water or boarding an airplane for the first

time. Yet anxiety can be detrimental to a person’s well-being because continuous high levels of

anxiety can lead to chronic health problems such as anxious depression, hypertension, and

insomnia (Jonas & Lando, 2000), thus infringing upon a person’s ability to perform at work, to

engage in social settings, and to pursue further education. Due to potential health risks and the

impact of behavioural health problems, including anxiety on human functioning, health groups

“recommend being active almost every day of the week for daily sessions of at least 30 minutes”

(Pate, Pratt, & Blair, 1995).

In all, anxiety is a common behavioural health problem; as a result, research considers the

potential benefits of various interventions such as mindfulness therapy, cognitive behavioural

therapy (CBT), and physical exercise (PE) as potential anxiety-reducing therapies (Keng,

Smoski, & Robins, 2011).

Researchers also advocate for the benefit of PE as a valid therapy for reducing anxiety

because of its appeal, compared to the potential adverse effects of pharmacotherapy (Craft &

Perna, 2004; Swan & Hyland, 2012), such as but not limited to weight gain and potential

impairment of sex drive (Gardner, Baldessarini, & Waraich, 2005).

According to the Centre for Disease Control, physical exercise brings a large range of

physiological health benefits (CDC, 1996). However, there is much less data available on the

effects of exercise on anxiety than for exercise on depression (Lee & Hopkins, 2013); therefore,


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further research is needed to scientifically verify the correlation of physical exercise and its

effect on reducing anxiety.

In terms of validation, research needs to not only look at the implications of exercise on

anxiety but to also consider new research findings of both controlled and randomized study

groups, because “all scientific work is liable to be upset or modified by advancing knowledge”

(Hill, 1965, p. 299).

Therefore, among the potential anxiety interventions to be enacted and measured, this paper

will focus on answering the question, “Is physical exercise (PE) a valid means of reducing

anxiety as a person adjusts to the Masters of Arts in Counselling Psychology program (MACP)?”

Literary Review

The following electronic databases: BioMed, NCBI, EBSCO, ProQuest, Pubmed, PsycINFO,

and the Jama Network (September 10, 2015 through to October 30, 2015) were used to compare

the benefits of exercise as a means of decreasing anxiety.

Within the last decade, there has been significant interest in the validity of physical exercise

as a means of decreasing anxiety. The most recent systematic review and meta-analysis entitled

Exercise Therapy in Adults with Serious Mental Illness found that exercise has

no beneficial effect…on anxiety and depressive symptoms…[and] [although] exercise therapies can lead to a modest increase in levels of exercise activity…overall there [are] no noticeable change for symptoms of mental health, body mass index, and body weight (Pearsall, Smith, Pelosi, & Geddes, 2014).

Whereas several other empirical studies and systematic reviews have found several benefits

of physical exercise on behavioural health problems such as anxiety.


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In fact, a recent 2010 study by Lee and Hopkins found exercise has a positive impact on a

person’s overall well-being, including cognition, academic achievement, and psychosocial

function (Lee & Hopkins, 2013).

In addition, according to Swan and Hyland’s study entitled, A Review of the Beneficial Mental

Health Effects of Exercise and Recommendations for Future Research, exercise is “as effective

as pharmacotherapy for depressive and anxiety disorders, and preliminary evidence suggests that

it is equally effective as CBT treatments” (Swan & Hyland, 2012). They also reported “research

data indicates that physical exercise is an efficacious treatment method for depression, with

evidence also supporting its use as a treatment for anxiety conditions” (Swan & Hyland, 2012).

Also, a study conducted by Brown, Pearson & Braithwaite observing the effects of exercise on

patients with PTSD, who exercised three times a week, found that PTSD symptoms decreased

following exercise (Brown, Pearson, & Braithwaite, 2013).

Similarly, Herring, Puetz, and O’Conner’s (2010) systematic review considering the effects of

exercise on anxiety symptoms discovered that “exercise interventions significantly reduced

anxiety symptoms in comparison to no treatment. Also, exercise routines consisting of thirty-

minutes or more, a day, and interventions lasting no longer than ten weeks were found to be most

effective” (Herring, Puetz, & O’Conner, 2010).

Subsequently, in a 2010 study observing the benefits of aerobic exercise in conjunction with

treatment over a 10-week period, Saeed, Antonacci, and Bloch found participants “[experienced]

significant reductions in [anxiety] symptoms…” (Saeed, Antonacci, & Bloch, 2010). Saeed et al.

also found “high-energy exercise…reduced symptoms of depression more than less frequent or

lower-energy exercise” (Saeed et al., 2010). Whereas Wipfli, Rethorst, and Landers found


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“exercise groups showed greater reductions in anxiety compared with groups that received other

forms of anxiety-reducing treatment and larger reductions in anxiety among exercise groups than

no-treatment groups” (Wipfli, Rethorst, & Landers, 2008).

Similarly, DeBoer, Powers and Utschig in a study looking at Exercise as an Avenue for the

Treatment of Anxiety Disorders found that regular exercisers were less likely to suffer from

anxiety than inactive individuals. They also found that exercise not only “[affects] noradrenergic

neurotransmission, which has been implicated in the etiology of panic disorder”, but they have

also found that “EEG-a frequency band does increase during and after exercise…[and] following

exercise there are electrocortical changes, “specifically increases in the EEG-a frequency band,

particularly in the frontal anterior regions of the brain, [which] are thought to be associated with

relaxation and decreased anxiety” (DeBoer, Powers, & Utschig, 2012).

Regarding the frequency and duration of exercise and the effects of physical exercise on

reducing anxiety, a study by Brown, Pearson, and Braithwaite found exercise programs that run

for 12 weeks or more show greater impact in reducing anxiety (Brown, Pearson & Braithwaite,

2013); whereas Wipfli et al. discovered that exercise plans that run fewer than 12 weeks are

more effective in reducing anxiety and depression (Wipfli et al., 2008). Wipfli et al. also found

that four exercise sessions per week “showed the largest effects” (Wipfli et al., 2008) than

exercise plans consisting of less than four sessions per week. Whereas Herring et al. found that

the benefit of exercise reducing anxiety was consistent with four to five exercise sessions per

week (Herring et al., 2010).


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Therefore, based on recent research, physical exercise is not only an effective means of

reducing anxiety but is also an effective protective factor for behavioural health and BPS

functioning (Melchert, 2011).

Research Question and Hypothesis

The purpose of this self-study is to answer the question: “Is physical exercise a valid means of

reducing anxiety as a person adjusts to the Masters of Arts in Counselling Psychology program?”

(MACP).

Based on available research considering physical exercise as a potential anxiety discharge, it

appears that exercise is a viable means of reducing anxiety. Therefore, I hypothesize that

conducting thirty minutes of exercise, following two weeks of no exercise intervention, for three

weeks, five days a week, with a particular exercise fitness program, at the same time everyday,

will significantly reduce my anxiety, as I adjust to Yorkville University’s Masters of Arts in

Counselling Psychology Program (MACP).

Method

Participant

This self-study involved one participant: a healthy and fit 30-year-old white male, married

with one child, an English speaking Canadian citizen from Milton, Ontario, of middle economic

status, and with a degree in theology and pastoral ministry from Vanguard College.

Procedure

Following two weeks of no specific exercise routine, I conducted a specific exercise program

“Insanity: Max 30”, consisting of cardio and weights five days a week, for thirty minutes a day,

at the same time everyday for three weeks.


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Measures

For all five weeks quantitative data were collected. I measured my weekly anxiety level

using the Beck Anxiety Inventory (BAI). The BAI consists of 21 self-report questions, which

measure common symptoms of anxiety with a scoring scale of 0-3.

§ 0 (Not at all)

§ 1 (Mildly – but it didn’t bother me much)

§ 2 (Moderately – it wasn’t pleasant at times)

§ 3 (Severely – it bothered me a lot)

I then tallied the totals in each column and added the totals together to discover the grand

score and level of anxiety. The 0-21 range reflects “low anxiety”, the 22-35 range reflects

“moderate anxiety”, and the 36-63 range reflects “severe anxiety” (Beck Institute).

Design

This self-study is comprised of a quantitative single-case design involving one participant,

myself, being observed naturally for two weeks without any manipulation or intervention; then

for three weeks the participant is introduced to one manipulation/intervention variable, exercise,

to evaluate the impact of exercise on one outcome variable, anxiety.

The exercise intervention occurs within the participant’s own home, in a comfortable and

well-lit finished basement, using the “Insanity: Max 30” workout DVD, with a standard yoga

mat, towel, and 8 oz. water bottle.

At the end of each of the first two weeks anxiety data will be acquired via the Beck Anxiety

Inventory (BAI), as shown in Figure 1 (Appendix 1). Then the recorded scores for each week

are recorded in an Excel Data Chart, as seen in Figure 1.1 (Appendix 1). For the remaining three


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weeks anxiety data are gathered post workout via BAI (Appendix 1, Figure 1); then the scores

from the three weeks of exercise are added to the Excel Data Chart (Appendix 1, Figure 1.1).

Following the completion of the three-week exercise intervention, the totals for each of the

five weeks are tallied and plotted in a line graph in order to display the overall results, as shown

in Figure 1.2 (Appendix 2).

Results

The exercise intervention for anxiety was implemented as intended. All anxiety data were

collected for all five weeks at the end of each week and remained intact as shown in Figure 1.1

(Appendix 1). The BAI total range potential was between 0-63.

Week three featured a grand baseline score of 30. The most scores occurred within the

“severely” category, with eight selections: feeling hot, unable to relax, fear of worst happening,

unsteady, afraid, nervous, scared, and indigestion, featuring a category score of 24. Only one

question selection came from the “moderately” category: shaky/unsteady, and four questions

selected the “mildly” category: tingling, dizziness, hands trembling, and face flushed. The

remaining eight questions fell under the “not at all” category with a score of 0.

The scores from week one were well above what I expected. However, adjustment to the

MACP program has been difficult due to the frequency and amount of assignments to complete

and submit.

Week two featured a grand score of 26, a drop of 4 points from week one. The majority of the

scores once again came from the “severely” category with a score of 15; however, this time only

five selections pertained to this category, whereas the “moderately” category jumped from one

selection to three selections with a score of 6.


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The five selections within the “severely” category were unable to relax, fear of worst

happening, unsteady, nervous, and shaky. The three selections from the “moderately” category

were feeling hot, terrified or afraid, and scared.

The “mildly” category increased from 4 points from week one to 5 points in week two

featuring five selections: dizzy, hands trembling, fear of losing control, indigestion, and hot/cold

sweats. The remaining eight questions under the “not at all” category tallied a score of 0.

The total score for week two is not surprising considering the anxiety I experienced from

finding time to complete the required course readings, as well as coordinating with team

members to complete a group project that included extensive research, interaction, delegation,

and intervention in order to complete the project on time.

Week three showed a total score of 15, a drop in 11 points from week two and a drop in 15

points from week one. During week three, there were only three selections from the “severely”

category: unable to relax, nervous, and scared. This is a significant drop within the “severely”

category compared to the five selections within this category from week two and eight selections

from week one.

Also, the question selections “fear of the worst and unsteady” moved from the “severely”

category in week one and week two to the “moderately” category in week three. This shift in

selection is interesting to note because these two question selections held steady at “severely” for

two weeks, prior to the exercise intervention.

In addition, week three featured only two selections from the “mildly” category compared to

the five selections from week two and the four selections from week one. The “fear of the worst

happening” question that fell under the “severely” category in week one, held steady in week


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two, but moved to the “mildly” category in week three. Furthermore, the question selection of

shaky/unsteady that began in the “moderately” category in week one moved to the “severely”

category in week two, but then moved to the “mildly” category in week three.

In all, the data from week three were not surprising considering the exercise intervention

employed in week three. I attribute the significant changes in question selections and the overall

reduction in anxiety levels to the exercise intervention.

Week four revealed the greatest gains in decreasing anxiety with a total BAI score of 4, which

is a drop of 26 points from week one and a drop of 11 points from week three. Subsequently,

week five, the final week of the study, continued the steady decline in anxiety levels by showing

a total BAI score of only 2, a total drop of 28 points from week one.

Also, only two question selections “unable to relax and nervous” fell under the “mildly”

category, whereas the remaining 19 questions fell under the “not at all” category, tallying a total

score of 0.

In all, the reduction of anxiety levels during week four and five as shown by the graph in

Figure 1.2 (Appendix 1, 2) is not surprising to see. I expected there to be significant gains in

reducing anxiety levels by week four and to see a steady decline into week five.

Based on the BAI data that were collected (Appendix 2, Figure 1.2) and the intervention

introduced in week three, exercise is a viable means of reducing anxiety. In fact, as a result of

employing the exercise intervention, I experienced not only significant reduction in anxiety

levels, but I also experienced an increase in energy, focus, and in my opinion an increase in

cognitive performance in required course work as well.


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Discussion

The results from this five-week self-study appear to affirm not only Lee and Hopkins’

research findings that exercise, whether moderate or high intensity for a minimum of 30 minutes

a day, will have a positive impact on cognition, academic achievement, and psychosocial

function (Lee & Hopkins, 2013), but also affirm my research hypothesis that engaging in thirty

minutes of exercise for three weeks, five days a week, at the same time everyday with a

particular exercise intervention program will significantly reduce my anxiety, as I adjust to

Yorkville University’s Masters of Arts in Counselling Psychology program (MACP).

I am not surprised with the outset baseline. In fact, from the beginning of the self-study I felt

confident that subsequent scores would indicate the exercise therapy was effective. The key to

facilitating the integrity of this self-study is to be honest with the BAI so that accurate BAI

measurements can occur and the effectiveness of exercise as a viable means of reducing anxiety

levels can be confirmed. Yet, I was surprised with the overall higher scores in the beginning of

the self-study, but not surprised with the significant decline in anxiety levels.

At first I wondered what my scores may look like, considering the research that shows

women are more prone to high anxiety levels than men (BioMed). Neuroscience researchers

have "found that females are more sensitive to low levels of an important stress hormone and

less able to adapt to high levels than males" (Molecular Psychiatry, 2010). In all, my anxiety

levels were lower compared to a female friend who tracked her anxiety levels in order to

unofficially compare herself with my self-study results.

Furthermore, the steady decline in anxiety levels appears to also affirm the research presented

in the literary review section of this self-study, which highlights the several benefits for those


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who engage in exercise interventions. The benefits of exercise interventions include, but are not

limited to an increase in psychological and physiological function (Lee & Hopkins, 2013),

including “[experiencing] significant reductions in [anxiety] symptoms…” (Saeed et al., 2010),

…reduced symptoms of depression…” (Saeed et al., 2010), and “…reductions in anxiety

compared with groups that received other forms of anxiety-reducing treatment…” (Wipfli et al.,

2008).

Therefore, the results from this self-study in combination with recent research affirming

exercise interventions as a viable means in reducing anxiety is promising. However, there are

potential implications concerning the validity of this self-study because I was the sole participant

and I was responsible for entering BAI data weekly; there was no third party present to verify

transparency and quantitative data.

Also, the exercise intervention employed is not a standard workout program. Rather,

“Insanity Max 30” is an intense workout program (Beachbody) that other participants may find

difficult to engage in or may even become anxious about attempting such an exercise regiment.

Therefore, based on these implications, this self-study cannot be completely bias free, nor can

this study 100% affirm exercise as a viable means to reducing anxiety, due to the lack of

additional participants to compare the impact of the exercise intervention on anxiety. However,

the quantitative data, frequency, and duration of the exercise intervention of this self-study is

consistent with the research method and design and is also supported by Herring et al.’s (2010)

study, which found anxiety reduction is consistent with four to five exercise sessions per week

(Herring et al., 2010). In addition, DeBoer, Powers and Utschig found that regular exercisers

were less likely to suffer from anxiety than inactive individuals (DeBoer et al., 2012).


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In short, based on the supporting research, the design of this self-study, and the BAI data that

were collected, as shown in Figure 1.1 and Figure 1.2 (Appendix 1, 2), it appears that my

hypothesis is correct, in that exercise is a viable means of reducing anxiety.

Recommendations for Future Students Starting the MACP Program

This reflective self-study called “Safe and Effective Use of Self” (SEUS) will aid a potential

counselor’s growth in the competency of self-awareness, treatment planning, prevention of

behavioural health problems, and in assessing biopsychosocial functioning issues, as well as

being better equipped to assist future clients to do the same.

In order for potential counselling students to be effective in the counselling psychology field,

they need to take a good look at themselves and consider the contributing biopsychosocial (BPS)

factors and the protective factors in their lives, such as a supportive family and positive social

networks. Exercise can serve as one of the many protective factors. Adherence to health

promotion initiatives will increase competence, psychological well-being, and increase their

ability to “respond to stressors and influences that might otherwise lead to maladjustment”

(Melchert, p. 205).

In the midst of all the assignments and presentations, including individual and group work,

which all MACP students will have on their “to-do” list, I recommend that each student take the

time to envision the SESUS Self-Study (Appendix 3, Figure 1.3) as a personal vehicle of

opportunity to not only identify the integrated biopsychosocial factors impacting one’s daily

behaviour and functioning, but also as a vehicle of opportunity to become better equipped to

meet the demands of the MACP program, as well as being able to authentically and vivaciously

administer the duties of professional psychology.


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Furthermore, I recommend that among incorporating practicing positive self-talk, increasing

competency in the area of study, increasing positive/protective factors, and incorporating study

structures, one should make time for physical exercise and other health promotion initiatives

such as proper nutrition. When a student makes time for exercise, he or she will find that

exercise, whether moderate or high intensity for a minimum of 30 minutes a day, will have a

positive impact on his or her cognition, physiology, academic achievement, and psychosocial

function (Lee & Hopkins, 2013).

I see the benefits of exercises on my cognitive function and energy everyday. There is a

combination of the increase of oxygen to the brain as a result of exercise (Compton & Banich,

2011) and the contribution of genetics upon one’s abilities; however, the “will” is a powerful

component. I believe it is the “will” to fight everyday to “push play” and reap the benefits of

exercise, which also makes a difference in one’s BPS functioning and behaviour.

For all these reasons, I am not surprised with Kramer and Erickson’s findings that “increasing

evidence now supports the conclusion that aerobic exercise has beneficial effects on cognitive

tasks during aging” (Compton & Banich, 2011, p. 463). Also, “aerobic exercise and enriched

environments are both known to affect neurogenesis in different ways: aerobic exercise affects

the production of stem cells, whereas an enriched environment affects their survival” (Compton

& Banich, 2011, p. 464). Furthermore, the most recent research shows “that physical activity

yields neurocognitive benefits, including an antidepressant and anxiolytic effect” (McIntyre,

2015, p. 21).


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In all, if future MACP students will take the time to care for themselves via SEUS, they will

be better equipped to care for those who unveil their lives to engage in the biopsychosocial

(BPS) journey of assessment, treatment, and prevention.

Reflection and Application of SEUS as a Counsellor

Administering a “Safe and Effective Use of Self” (SEUS) has been an eye-opening

opportunity for me because I could have strictly viewed this SEUS self-study as another course

requirement to complete; however, I chose to embrace SEUS as a vehicle of discovery and

change.

SEUS revealed the various issues, strengths, weaknesses, needs, and resources in my life

(Melchert, 2011, p. 135), which needed to be strengthened or even confronted, so I could be not

only behavioural healthy and thriving in my personal life, but also ready for the tasks required of

a psychotherapist.

For these reasons, I believe that SEUS is a gift, because SEUS is a tool of prevention and

prevention involves taking practical steps that will not only consider the BPS factors involved

(Melchert, 2011, p. 97) in one’s life, but will also look at the most pressing needs of one’s

behavioural health and functioning (Melchert, 2011, p. 93).

In my case, the most pressing need was to reduce anxiety so that I could thrive as a student in

the MACP program. Realizing the impact of physical exercise via my self-study as a viable

means of reducing anxiety has been a daily preventative/protective measure and choice long after

the data collection stage expired. Thanks to SEUS and the intervention enacted, I am thriving

personally, professionally, and academically.


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Furthermore, as a counselor, SEUS will assist me in journeying alongside my future clients.

When I perhaps get frustrated with the delay clients may take in embodying the life-giving

changes that they seek, I will recall my own journey of self-discovery, along with the difficulties

and joys of incorporating an action plan, to stimulate my overall well-being and BPS

functioning.

Moreover, SEUS has shown me that self-discovery involves course corrections and that

course corrections, as difficult as they can be, are an essential means of prevention because

without an honest SEUS the issues in my life or in the life of a future client could potentially get

much worse (Melchert, 2011, p. 93). Timothy Melchert’s statement in chapter three of his book

entitled Foundations of Professional Psychology serves as an important daily reminder; he says

"professional psychologists are not responsible for assessing and treating medical conditions, but

they are responsible for generally understanding the interaction of mental health and

psychological functioning as well as knowing when referrals for medical evaluations may be

needed" (2011). Therefore, as a counselor, SEUS will be a guide in my future practice as a

psychotherapist, revealing my counseling competencies and also reminding me of when I need to

refer patients to the appropriate qualified psychiatrist, psychotherapist, family physician, and

specialist, etc.

In conclusion, SEUS is an incredible personal vehicle of discovery, facilitating growth in

competency and resiliency that has not only enabled me to adjust to the MACP program, but has

also shown me the value of self-discovery and embodying life-giving changes in order to

facilitate and promote optimal behavioural mental health and BPS functioning in the lives of my

future clients.


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Appendix 1

Figure 1 Beck Anxiety Inventory

Figure 1.1 Beck Anxiety Inventory: Excel Data Collection Chart

Beck Anxiety Inventory

Week 1

30 Week 2

26

Week 3

15 Week 4

3

Week 5

2


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Appendix 2

Figure 1.2 Graph depicting the Beck Anxiety Inventory Weekly Data

0

5

10

15

20

25

30

35

Week 1 Week 2 Week 3 Week 4 Week 5

Figure 1.2 (Beck Anxiety Inventory)

Beck Anxiety Inventory


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Appendix 3

Figure 1.3 Chart accounting for SESUS hours spent per week on the BPS Self-Study. Task Hours Spent

Discussion Questions

4

SEUS (Engaging in the research project, employing exercise regiment, recording BAI data, reflection on the data and reflection and recommendation of exercise regiment intervention employed)

5

BPS Wellness Paper (Literary review, method, results, charts, graphs, recommendation and reflection)

4

References


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