The effectiveness of wellness-based classroom guidance in elementary school settings: A pilot study

A three-session, wellness-based classroom guidance unit was developed based on the Indivisible Self wellness model and presented to 55 students in 5th grade. Participants completed the Five Factor Wellness Inventory, Elementary School Version, before and after the unit. Wellness scores were significantly and positively higher at post-testing for Total Wellness and three of five wellness factors addressed in the guidance sessions (Creative, Social, and Physical Self). Follow-up studies revealed that students with low wellness scores at pretest improved the most. Implications for elementary school counselors are discussed

Wellness policy and the inappropriate use of food rewards within youth settings

Master of ScienceDepartment of Food, Nutrition, Dietetics and HealthRichard R. RosenkranzThere is evidence showing that the use of food rewards can contribute to chronic emotional overeating, increased calorie intake, weight gain, poor self-regulation of food intake, disordered eating, changes in reward circuitry within the brain, and increased preference for high- fat, high- sugar foods. The bidirectional nature, or the extent to which these associated negative outcomes are a consequence of, or were present before, the use of food rewards is undetermined. Most research studies on this topic are observational in nature, with some conflicting results. Under the Healthy Hunger-Free Kids Act of 2010 (HHFKA), schools participating in the National School Lunch Program are required to have wellness policies that meet minimum standards for proper nutrition. Under this act, all school meals and snacks provided to students need to adhere to the United States Department of Agriculture (USDA) nutrition guidelines; this includes all foods made available to students during the school day such as classroom snacks brought by parents, food for classroom parties and events, or other foods given as incentives for good behavior or success. Research indicates that schools with active wellness teams that include a variety of members who are actively engaged in wellness policy implementation are more likely to have strongly written policies with better implementation compared to schools with fewer wellness team members and activity within schools. It is imperative that parents, adult caregivers, and educators understand the negative consequences associated with using food rewards, and are knowledgeable about and use alternative non-food-based strategies to encourage and reward children

Incorporating wellness into group work in elementary schools

Small group and classroom guidance interventions are commonly used by school counselors to address children's academic and personal-social development. Specifically, counselors in elementary school settings have used group work to help children prevent, remediate, and cope with a variety of experiences. For young children, the presence of and their reaction to difficult situations may impact their overall wellbeing, or wellness. This article describes how to incorporate a wellness perspective to classroom guidance and small group work

The Effectiveness of Spiritual Wellness in the Classroom to Promote Resilience

The Effectiveness of Spiritual Wellness in the Classroom to Promote Resilience *Tori Horton, Emma Normand, Ben Smoot University of Montana, Missoula Abstract Spirituality is a crucial aspect of a child\u27s development but is often overlooked and misinterpreted in school settings. The purpose of this research study is to examine teachers’ approaches and activities in the classroom to foster students’ spiritual wellness and mental health. The current study is part of a larger project examining educators’ perspectives of social-emotional learning (SEL) and spirituality in the public-school setting. SEL has been suggested to cultivate spirituality in children leading to overall wellness. Public school teachers (N =12) were recruited using snowball sampling and interviewed using Zoom. Using qualitative methodology, we analyzed public school teachers\u27 perspectives on spirituality and approaches they used to support spiritual development in the classroom to promote resilience. Results revealed common themes related to yoga, nature, mindfulness, breathing exercises, and quiet time. Further, a recurring theme showed that participants expressed hesitancy and concern regarding potential pushback within the community related to teaching topics on spirituality. Several participants were able to link and identify similarities between both SEL and spirituality. Collaboration between teachers, administrators, and community members will help improve the integration of spirituality and support in the classroom for children

Counselor Educators\u27 Wellness Levels\u27 Impact on How They Promote Wellness

If wellness facilitates the “optimal state of health and well-being that each individual is capable of achieving” (Myers et al., 2000, p. 252), then counselor wellness is of great significance in research, counselor training, and practice. Counselors-in-training (CITs) need opportunities to develop awareness, knowledge, and skills to improve personal wellness in order to practice ethically and reduce levels of impairment. Counselor educators (CEs) have a responsibility to assess, evaluate, and promote personal growth for counselor trainees. Because of the isomorphic relationship between both counselor and client, and CIT and CEs, questions persist as to how counselor wellness is promoted and maintained. If well counselors produce well clients then well CEs produce well CITs. Therefore, this quantitative study focused on wellness and mindful present moment awareness in CEs and how these variables impact wellness promotion behaviors. The results of the analyses concluded that wellness is associated with wellness promotion, though not directly aligned with each wellness and wellness promotion subscale. Positive relationships were found between each of these three variables in correlation; however, mindful present moment awareness did not have a predictive relationship with wellness promotion behaviors. Furthermore, the creative self wellness scores are predictive for overall wellness promotion behaviors. The connections to wellness theory provide further evidence for continued work on CE wellness to support the development of future counselors. Caution should be used with addressing the predictive relationship of the variables and future research should focus on the variables that impact wellness promotion. Further research into the understanding of wellness and wellness promotion should focus on the factors that contribute to wellness and classroom philosophy. Finally, CEs should work to practice awareness to maintain their wellness, and question how they incorporate wellness into CIT training

The Impact of Social Wellness Integration on Fifth Grade Students’ Positive Social Behaviors

In recent years, schools across the United States have encountered increased pressure to focus solely on academic performance (Dillow & Snyder, 2007). Therefore, time allotted to developing fundamental social skills needed to improve the well-being of children in elementary school has decreased. However, social skills are essential to educating the overall well-being of children (Clinton, West, and Wilson, 2017). Benefits associated with social wellness education include relationship skills, responsible decision making skills, and consideration of well-being of self and others. These are all important to lifelong success (Burrow, Patrick, Kyzer, & Mckelvey 2016). To address these concerns, this study examined the impact of social wellness integration strategies into an academic unit on fifth grade students’ positive social behaviors. All participants were in the same fifth grade classroom at an elementary school in Northwest Mississippi. Twelve observations were completed from October 20, 2017- November 29, 2017 from 1:10 p.m.- 2:40 p.m.. The first six observational periods examined the students positive and negative social behaviors when academic lessons included social wellness integration, and the last six observational periods examined the students positive and negative social behaviors when academic units did not include social wellness integration. Participants positive and negative social behaviors were documented in 10-minute intervals throughout each 90-minute observational period. Results indicated that integrating social wellness standards and strategies into a fifth grade academic unit increased positive social behaviors in the classroom

Shaping an Institutional Workplace Wellness Program to Fit an Academic Health Science Center Library

Objective: In 2018, The University of Mississippi Medical Center (UMMC) established the Office of Wellbeing as an umbrella structure to enhance the physical health, emotional wellbeing, and professional fulfillment of faculty, staff, and students. The UMMC Office of Wellbeing sponsors workshops, lectures, and classes on a variety of wellness topics. Wellness events are held primarily in the clinical areas of the large academic medical center campus during the noon hour. Attending these events can be challenging for library faculty and staff that are juggling busy work schedules, responsibilities, and duties. The aim is to improve accessibility and participation in wellness activities. Methods: A Rowland Medical Library (RML) faculty member was selected to be a “Wellness Champion”. The role of a Wellness Champion is to support the Office of Wellbeing’s initiatives of creating a healthy work culture in their own department or division. The RML Wellness Champion initiated quarterly wellness sessions for library faculty and staff in the library classroom at a convenient, scheduled time. Results: To integrate the institutional wellness mission and improve participation of library faculty and staff, wellness sessions are scheduled quarterly in the library. The sessions focus on one of five target areas identified by the Office of Wellbeing: physical health and fitness, emotional/mental wellness, social wellness, intellectual/professional wellness, and financial wellness. Conclusions: Feedback on the wellness sessions from library faculty and staff has been overwhelmingly positive. Bringing the sessions to the library makes it easier for RML employees to benefit from institutional wellness initiatives. Scheduling wellness events at the department level could serve as a model at the institution for other departments to replicate

The Impact of Social Wellness Integration on Fifth Grade Students\u27 Positive Social Behaviors

In recent years, schools across the United States have encountered increased pressure to focus solely on academic performance (Dillow & Snyder, 2007). Therefore, time allotted to developing fundamental social skills needed to improve the well-being of children in elementary school has decreased. However, social skills are essential to educating the overall well-being of children (Clinton, West, and Wilson, 2017). Benefits associated with social wellness education include relationship skills, responsible decision making skills, and consideration of well-being of self and others. These are all important to lifelong success (Burrow, Patrick, Kyzer, & Mckelvey 2016). To address these concerns, this study examined the impact of social wellness integration strategies into an academic unit on fifth grade students\u27 positive social behaviors. All participants were in the same fifth grade classroom at an elementary school in Northwest Mississippi. Twelve observations were completed from October 20, 2017- November 29, 2017 from 1:10 p.m.- 2:40 p.m.. The first six observational periods examined the students positive and negative social behaviors when academic lessons included social wellness integration, and the last six observational periods examined the students positive and negative social behaviors when academic units did not include social wellness integration. Participants positive and negative social behaviors were documented in 10-minute intervals throughout each 90-minute observational period. Results indicated that integrating social wellness standards and strategies into a fifth grade academic unit increased positive social behaviors in the classroom

PREDICTORS OF OPINIONS OF K-12 HIGH AND LOW BMI STATE PRINCIPALS WITH VARYING DEMOGRAPHIC FACTORS IN THE ROLE AS INSTRUCTIONAL CATALYST FOR THE PREVENTION OF CHILDHOOD OBESITY

The researcher’s purpose in the study was to examine the predictors of the opinions, attitudes or beliefs of K-12 high and low BMI state principals from varying demographic factors by serving in the role as instructional catalyst by leading classroom teachers in addressing childhood obesity and student wellness and for increasing students’ athletic participation. The differences in obesity rates between K-12 students in the eight highest obesity states and the eight lowest obesity states causes one to pause and to rethink the roles of educators in addressing childhood obesity and student wellness. A descriptive research study was conducted utilizing survey responses from K-12 principals. The major research question addressed: What are the predictors of the opinions, attitudes or beliefs of K-12 high and low BMI state principals from varying demographic factors by serving in the role as instructional catalyst by leading classroom teachers in addressing childhood obesity and student wellness for increasing students’ athletic participation? Nearly 600 principals responded, addressing the roles and directions of principals and avoiding the problem of the “imperfect panacea.

Local School Wellness Policies: How Are Schools Implementing the Congressional Mandate?

Summarizes research on school policies to reduce childhood obesity, with a focus on their quality, evaluation, and funding; nutritional standards and nutrition education requirements; and physical education requirements. Identifies remaining challenges