Welcome to "No Chill? No Problem!"
Welcome to "No Chill? No Problem!"
Our program is based on the Wise Intervention model set up by Dr. Walton. Wise interventions are psychologically informed and target precise self-reinforcing processes with research and evidence-based practices (Walton, 2014). The self-reinforced process that we are targeting in our program is the overly generalized schema- a common pattern of activation in your mind- of your immediate stress response. If you’re ready to change your usual process of stress, panic, overwhelm, and burnout, you’re already on the right track! We’ll start by helping you learn calming and grounding techniques to bring your awareness away from the spiral of overwhelm and toward a more productive mindset, preparing you for the next step. Then, you’ll warm up to engaging in positive narratives, practicing gratitude, and self-reflection. Finally, you’re ready to start targeting your stress! This will come in the form of goal-setting focused on emotion as adaptive coping and achievement recognition grounded in adaptive labeling of emotion. Prioritizing emotional language is purposeful because, according to Rubin (2005), emotion helps encode more detailed memories, and the more detailed memories you have about your accomplishments and goals, the stronger your sense of agency in the world is! A strong sense of agency allows you to take control of your stress responses and shift towards a more positive narrative than one of burnout and overwhelm. We want to encourage and teach mindfulness, which, in the words of Heine (2025), opens you up to appreciating your own strengths and limitations, embracing yourself wholly, and observing your thoughts and feelings in a compassionate and accepting manner. By the end of our program, the hope is that you will be able to describe and reframe your stress in a positive, constructive light, that is coherent to your sense of self and promotes your individual growth and accomplishment.
These planner pages are completely optional, but it's a good way to hold yourself accountable if you want to use our program for an extended period of time!
Want to learn how these work? Click here!
Tracking your journal prompts can be a beneficial aid in shaping how you think and feel over time. A schema is a mental framework your brain uses to organize experiences and make sense of the world. These frameworks are shaped by past events and guide how you interpret new situations (Wagoner, 2017). When stress or negative experiences are repeated, your brain can develop schemas that automatically expect distress. By consistently filling out a journal tracker, you begin to hold yourself accountable and develop healthier schemas through repetition. Each time you reflect and write, you’re practicing more adaptive ways of thinking and over time, those patterns become stronger than the old ones. This gradual process helps overwrite the negative stress cycle and replace it with a mindset that supports growth and resilience (Walton, 2011).
Download Worksheets Here
(Raw Link: https://drive.google.com/file/d/1BOytW1u2Ki8MHkyReoPbuP92-zLnj8Rd/view?usp=sharing)
Mind Body Connection Sheets
Walking the line may seem simple, but it activates powerful parts of your brain. It strengthens executive function which is your ability to focus, stay calm, and shift attention. By walking slowly and focusing on your breath and movement, you’re exercising your brain to manage distractions and stay present. This kind of mindful movement builds body awareness and supports emotional regulation. Research shows the brain is organized into modules specialized networks for things like movement, memory, attention, and emotion. These modules work best when guided by a system called the frontoparietal control module, which helps them work together, like a conductor leading an orchestra (Bertolero & Bassett, 2019). Walking the Line helps activate this coordination, supporting calm, clear thinking. It also boosts creativity and learning by allowing your brain to be flexible, not just focused on perfect memory (Ditta & Storm, 2018). This simple practice connects movement, focus, and mental clarity all in which are helpful for reducing stress.
Meaningful Moments
This prompt has an impact because it asks people to consider a high-point experience as a moment that defines who they are, which is linked in study to improved psychological well-being. According to McLean and Lilgendahl (2008, quoted in Merrill et al., 2016), emerging adults who consider their most significant memories to be essential to who they are are more likely to report feeling happy. The prompt promotes identity coherence, emotional connection, and a stronger sense of self by asking the writer to explain why the moment still matters and to do so in a relational way.
This prompt is effective because it encourages people to create a self-event connection, which has been demonstrated to promote psychological development by connecting a significant experience to one's identity or ideals. According to Merrill, Waters, and Fivush (2016), people who express positive interpretations of significant life events—particularly when connected to their developing sense of self—show greater identity commitment and personal growth. Both narrative coherence and adaptive meaning-making—two qualities essential to resilience and wellbeing—are fostered by the prompt, which invites reflection on how a formative event influenced one's self-perception.
Emotion in Action
According to Conway and co-authors (2004), emotion is how you analyze your progress on goals. Recording your feelings as you set and pursue goals increases cognitive activity, which increases the amount of energy you have available for memory encoding, lending to increased coherence as your schemas are overwritten with more detailed narratives.
Fivush and Waters (2019) found that you have a more powerful sense of self if you can recognise the cause-and-effect of your actions on your emotional states. Acknowledging that events don’t just happen to you, but because of you, can help put you in a growth mindset. By focusing on how your accomplishments make you feel, you enable yourself to start thinking about the control you have over your feelings in other facets of your life.
Between the Lines
According to Merrill, Waters & Fivush (2016), conceptualizing stressful events through a positive reframe can actually reduce the amount of distress you internalize. It is also important to note that the more elaborate your reminiscing is, the better you can retrieve your memories (Fivush & Nelson, 2004). By tuning in to the emotional language you are utilizing in your reminiscing and working to shift toward a more positive outlook, you can write your own story instead of letting stress control your narrative.
In research guided by Fivush & Waters (2019), they found that sharing memories with greater narrative detail integrates the event shared with the personal meaning you ascribe to it, allowing for more autobiographical memories, which boosts your sense of self and agency within the world! Additionally, Shobe & Kihlstrom (1997) explain how the level and detail of expressed emotion determine the episodic memory encoding. The more in touch you are with your emotions, the better your recall!
Use this worksheet to practice reframing your stressful days and use your distress to boost you forward, rather than hold you back!
Want to know more about how this works? Click here!
Salmon & Reese (2016) found that discussing or working through negative emotions after the situation or occurrence is the perfect time to reflect and explore cause and effect! By reminiscing and working through your negative feelings, you gain self-insight and empathy for yourself and others!
We made a Hiphop Lo-Fi playlist just for you! So now you have some chill, stress-free beats to play while you complete your activities and continue on your journey to healthy coping!
Playlist on YouTube: Here
Why this works:
In previous studies, there has been conflicting results on memory retention when music was involved for academic purposes. However, a study tried to see if hiphop lo-fi (known for being more calming) was more beneficial than the other genres tested. There was a significant increase on test scores of those who listened to lo-fi compared to those who did not listen to anything.
We’re glad you asked! Our program is an application of Wise Intervention techniques (which you can read more about under our logic model at the top of the site), and course material we have synthesized into psychologically sound journal prompts and worksheets that are focused on breaking your negative stress cycles through emotional language learning. Emotion is an important facet of episodic memory encoding, which are your detailed memories that help inform non-repetitive behaviors. Your stress cycles are encoded in your semantic memory, which allows for schemas (generalizations) to be your immediate reactions to familiar situations. The more time you spend stressed out, the more generalized your behaviors/responses become, the deeper you fall into your negative stress cycles! However, if you are able to attach narrative detail (emotional detail) to your memories and experiences, even the most familiar situations can be overwritten with the story you want to tell yourself! By making your memories more powerful, you gain a better sense of coherence (who you are is similar across contexts) and correspondence (you understand your lived reality), and combined they form your sense of self, or identity! By informing your identity with positive, detailed, lived experiences, you gain better emotion regulation and coping skills, as well as agency over who you are in the world. We want you to finish this program with a more positive sense of self and the tools to handle your stress by turning adverse experiences into moments of growth and reflection.
*The scientific backing of these claims are cited under each worksheet and are compiled in a master-list at the bottom of this website.
Naeli
Hi, my name is Naeli, and I am a graduating senior at Pacific University, Class of 2025. I am majoring in Kinesiology with a minor in Psychology, and I will be continuing my education at Pacific’s School of Occupational Therapy this fall. I am passionate about taking a holistic approach to client care, looking at the whole person rather than just their condition. This project is especially meaningful to me because it represents an application of everything I have learned during my time at Pacific. I hope that this website can offer some insight, even in the smallest way.
Alyia
Hello! My name is Alyia (Ollie-uh), and I’m a junior at Pacific University majoring in Psychology and minoring in Creative Writing. This project is important to me because it provides simplistic and flexible tools to help enhance the user’s knowledge of complex emotions, allowing them the opportunity to apply their knowledge to emotional regulation and stress reduction. I think everyone should have access to information that opens the door to growth and provides them with ways to become the best versions of themselves.
Reilly
Hello, my name is Reilly and I am a graduating Senior at Pacific University. I am a General Music major with a Psychology minor. This project is important to me because I love to help people and I believe mental well-being to be very important. I have witnessed many friends and family struggling with their mental health and I want to be able to help as many people as I can, and through music is my preferred method.
Elisa
Hi, my name is Elisa and I am a sophomore at Pacific University and I’m currently majoring in Psychology. Working through this project has helped me better grasp how psychological techniques can assist with effective stress management, enhance mental wellness, and improve academic achievement. I am delighted to share my knowledge and hopefully help others through this website.
Want to check our work or find some new "light" reading? You're in the right place!
Bertolero, M., Bassett, D. S., & Studios, M. R. (2019). How matter becomes mind. Scientific American, 321(1), 26-33.
Conway, M. A., Singer, J. A., & Tagini, A. (2004). The self and autobiographical memory: Correspondence and coherence. Social cognition, 22(5: Special issue), 491-529.
Ditta, A. S., & Storm, B. C. (2018). A consideration of the seven sins of memory in the context of creative cognition. Creativity Research Journal, 30(4), 402-417.
Fivush R, Nelson K. (2004) Culture and language in the emergence of autobiographical memory. Psychol Sci. (9):573-7. doi: 10.1111/j.0956-7976.2004.00722.x.
Fivush, R., Waters, T. E. (2019). Development and organization of autobiographical memory form and function. The organization and structure of autobiographical memory, 52-71.
Heine, C. (2025). What makes some of us crave self-insight more than others? Psyche ideas. Psyche. https://psyche.co/ideas/what-makes-some-of-us-crave-self-insight-more-than-others
Leann Audrei Elizaga, Alyssandra Jean Ang, Raevin Stephanie Dela Cruz, Juliana Nicole Jocson, Jade Irish Villanueva, & Mary Ana Seline Angoluan. (2023) Lo-fi Music and Its Effect on Memory Retention Among Selected Freshmen Board Program Students from a University in Quezon City, Philippines, International Journal of Innovative Science and Research Technology 8(12), 4. https://doi.org/10.5281/zenodo.10401332
Merrill, N., Waters, T. E., & Fivush, R. (2016). Connecting the self to traumatic and positive events: Links to identity and well-being. Memory, 24(10), 1321-1328.
Rubin, D. C. (2005). A basic-systems approach to autobiographical memory. Current Directions in Psychological Science, 14(2), 79-83.
Salmon, K., & Reese, E. (2016). The benefits of reminiscing with young children. Current Directions in Psychological Science, 25(4), 233-238.
Shobe, K. K., & Kihlstorm, J. F. (1997). Is traumatic memory special?. Current directions in psychological science, 6(3), 70-74.
Wagoner, B. (2017). Frederic Bartlett. In The Routledge Handbook of Philosophy of Memory (pp. 537-545). Routledge.
Walton, G. M., The New Science of Wise Psychological Interventions Directions in Psychological Science 2014 23: 73. DOI: 10.1177/0963721413512856
Wawrzyniec, J. What Makes a Montessori Classroom Different? Guidepost montessori, What Makes a Montessori Classroom Different?