Select a population below and identify a wellness need for that population.
Refer to the Healthy People 2020 document at http://www.healthypeople.gov/hp2020/Objectives/TopicAreas.aspx and select a targeted objective based upon the population you selected.
Illustrate in a comprehensive and scholarly manner how either the McDonald (1997) Holistic wellness: Self-inventory of personal wellness using the medicine wheel conceptual model OR the Baldwin & Baldwin (1998) 4+ model of wellness: The four domains of inner self plus the outer systems conceptual model (See Ch. 13 Lundy & Janes) can be applied to assess holistic wellness based upon the need you have identified for your targeted population.
Be sure to select an ethnic/cultural perspective for your targeted population and include those perspectives in your post.
Cite your sources
Infant (ages 0-11 mos.)
Early childhood (ages 1-4)
Middle childhood (ages 5-10)
/Young Adulthood (ages 11-21)
Adulthood (ages 21-40)
Middle Adulthood (ages 40-65)
Senior Adulthood (ages 65+)
Website to access the info in chapter 13 in Lundy and Janes http://books.google.com/books?id=fj5dInclgw0C&lpg=PA312&ots=GT7guVsqKk&dq=holistic%20wellness%20medicine%20wheel&pg=PA315#v=onepage&q=holistic%20wellness%20medicine%20wheel&f=false
Example of posting:
Mental Health and Mental Disorders (MHMD)
MHMD 2: Reduce suicide
attempts by adolescents
(U.S. Department of Health and Human Services [HHS], 2009, p. 225).
Model of Health Promotion and Wellness
Holistic wellness: Self-inventory of personal wellness using the Medicine Wheel.
is the third leading cause of death for adolescents
in the United States (Pirruccello, 2010, p. 34). In 2007 14.5% of high school students considered attempting suicide
, 11.3% made a suicide
plan and 6.9% attempted suicide
in the previous 12 months (Pirruccello, 2010). These alarming trends in adolescent suicide
have made prevention efforts a priority of the Healthy People 2020 objectives. Using the Holistic Wellness model can help to assess the wellness of adolescents
in preventing suicide
attempts. Assessing physical, vocational, psychological, emotional, environmental, spiritual and intellectual wellness in adolescents
can help identify risk factors and protective factors associated with adolescent suicide
(Lundy & Janes, 2009).
Indicators of wellness-adequate physical growth, regular physical activity, adequate nutrition, good health habits (Spurr, 2009).
Red flags- signs of depression, obesity, eating disorders, use of tobacco, alcohol and drugs, poor academic performance, unhealthy sleep patterns, frequent complaints of headaches or stomach aches (Schwartz, Pyle, Dowd, & Sheehan, 2010).
Indicators of wellness-healthy self-concept and self-esteem, belief in their capabilities, good coping-skills, quality friendships (Spurr, 2009).
Red flags-withdrawn, new friends of poor quality, suddenly quits sports or other previously enjoyed activity, recent change in family dynamics, sudden outbursts, and distorted reality (Schwartz et al., 2010).
Indicators of wellness-able to express one’s feelings about self and others, copes well with stressors (Lundy & Janes, 2009).
Red flags-withdrawn and unable to communicate feelings, inability to make adjustments in emotional responses during stress, negative view of self or others behaviors, feeling need for revenge, frequent crying.
Indicators of wellness-sense of meaning and purpose in life, desire for joy and happiness, uses creative outlets such as music and art, feel unique, trusting, sense of right and wrong, belief in a higher power (Spurr, 2009).
Red flags-disinterest in own life or life of those close to adolescent
, fatalistic attitude, change in interest in types of music, art, reading material and television programming, lack of interest in religious participation if previously active, change in belief systems or ethics (Lundy & Janes, 2009).
Indicators of wellness-supportive relationships in families, school, and peers, stable family structure, parental monitoring, healthy and safe friendships, school and community involvement (Spurr, 2009).
Red flags-recent change in family structure through divorce, death, change in income or job, poor adult supervision, increase in risk taking behaviors such as smoking, alcohol and drug use, change academic performance, engaging in sexual behaviors, inappropriate clothing, unwillingness to introduce new friends to parents, giving away personal items (Schwartz et al., 2010, Pirruccello, 2010).
Indicators of wellness-enjoyment of school and community activities such as clubs and sports, contribution to society through volunteerism, planning for future career, exploring career interests.
Red flags-quitting previously enjoyed activities, increased tardiness and absenteeism, changes in sleep patterns.
Indicators of wellness-openness to new or non-traditional ideas, broadening of understanding of world views and issues, analyzing situations before taking action, willingness to seek help when needed (Lundy & Janes, 2009, Pirruccello, 2010).
Red flags-disinterest in learning, declining academic performance, risky behaviors, disregard for authority.
Indicators of wellness-feel safe at home and school, food security, healthy family structure.
Red flags-domestic violence in the home, signs of child abuse (physical, emotional, sexual), recent change in sexual behavior in adolescent
, recent change in family structure, presence of guns in the home (Schwartz et al., 2010).
From 1999-2006 both male and female 10-19 year old American Indian/Alaska Native’s had the highest incidence of suicide
attempts (Goldston et al., 2008). White males and females were the second highest incidence of suicide
but Latinos accounted for a greater incidence of suicide
attempts (Goldston et al., 2008). Male Latino, African American and Asian American/Pacific Islander’s, respectively, had the next highest incidence of suicide
and White females having the lowest incidence of suicide
(Goldston et al., 2008).
Acculturation, incorporation of ideals and beliefs of one culture into another, and enculturation, a process by which knowledge, behavioral expectations, attitudes, and values are acquired and shared by members of a cultural group, are challenges faced by adolescents
trying to fit in but also maintain traditional cultural beliefs (Goldston et al., 2008, p. 16). Family roles, group roles, spirituality, religion, manifestations and interpretation of distress, cultural mistrust, stigma and help-seeking measures may influence adolescent
suicidal behavior (Goldston et al., 2008). Healthcare professionals must familiarize themselves with the cultural influences of different ethnic populations in order to provide culturally competent care.
Goldston, D. B., Molock, S. D., Whitbeck, L. B., Murakami, J. L., Zayas, L. H., & Nagayama Hall, G. C. (2008, January). Cultural considerations in adolescent suicide
prevention and psychosocial treatment. American Psychology, 63(1), 14-31. doi: 10.1037/0003-066X.63.1.14.
Lundy, K. S., & Janes, S. (2009). Community health nursing Caring for the public’s health (2nd ed.). Sudbury, MA: Jones and Bartlett.
Pirruccello, L. M. (2010, May). Preventing adolescent suicide
: A community takes action. Journal of Psychosocial Nursing and Mental Health Services, 48(5), 34-41. doi: 10.3928/02793695-20100303-01
Schwartz, S. A., Pyle, M., Dowd, D., & Sheehan, K. (2010, February). Attitudes and beliefs of adolescents
and parents regarding adolescent suicide
. Pediatrics, 125(2), 221-226. doi: 10.1542/peds.2008-2248
Spurr, S. (2009). Student perceptions of adolescent
wellness (Doctoral dissertation, University of Saskatchewan). Retrieved from http://library2.usask.ca/theses/available/etd-07212009-140354/unrestricted/Finaldissetationjuly25th.pdf
U.S. Department of Health and Human Services. (2009). Healthy people 2020. Retrieved from http://healthypeople.gov/2020/topicsobjectives2020/pdfs/HP2020objectives.pdf
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