Stress has a significant and persistent impact on undergraduate students and its problems have not been ignored (Fitch-Martin). However, many institutions' attempts to address the problem have failed due to lack of effort or lack of evaluation (Fitch-Martin). Even with the resources available, mental health and stress management resources are rarely used by students. Undergraduates instead turn to unhealthy ways of coping with stress through “avoidance activities” like watching TV, procrastinating, drinking alcohol, or taking drugs (Fitch-Martin). Fitch-Martin states that "facilitating students' ability to better manage stress has the potential to improve their biological, psychological, and academic functioning, and may even have long-term health benefits." Studies suggest that new approaches are needed to be effective (Fitch-Martin). Research by Arissa Fitch-Martin suggests that clear identification of the problem being addressed and the source of that problem is necessary to begin developing an intervention. As previously stated, stress is a natural physiological response that motivates the body to respond to external threats (Fitch-Martin). Increasing academic demands and responsibilities trigger these responses. By modifying the internal process triggered by these events, interventions can be much more practical and