Further Wellness Issues for Higher Education

How to Promote Student Health During and After College

David S. Anderson

• Publisher: Routledge
• Year: 2016
• Print ISBN:
  9781138101012
• eBook ISBN:
  9781317327554
• Edition: 1
• Topic: Education
• Subtopic: Education General

This essential resource addresses a range of student wellness issues confronting professionals in college and university settings. Building on Wellness Issues for Higher Education, this latest volume comprehensively covers key topics that not only contribute to students' success in college, but also help students maintain wellness after graduation. Taking a holistic perspective of wellness, coverage includes numerous issues, including body image, time management, financial wellness, dependence and recovery issues, career planning, and civic engagement. It also addresses ways of organizing campus efforts on wellness. Each topical chapter includes proactive wellness advice and prepares the reader to better understand the facts, issues, controversies, misconceptions, and strategies for addressing the issue. This practical guide prepares higher education and student affairs professionals to understand the wellness and health issues contributing to their students' overall well-being both during and after college.

1
Introduction

Wellness for the Future

DAVID S. ANDERSON

Overview

Attending to the basic elements of physical, emotional, social and intellectual functioning is important for routine living. However, attending to these wellness issues in quality ways is vital if meaningful results are to be obtained. Finally, and of utmost importance for this book, attending to these wellness issues in grounded and appropriate ways is critical for college students and young adults both for their achievement during the college years and for preparation for life after college. This is due in part to the formative nature of college student development during this time of life for the traditional-age student, and for all students, college is a time of discovery, critical thinking, exploration, refinement and achievement.

If this sounds similar to Maslow’s Hierarchy of Needs, it is (Maslow, 1943). With Maslow, the importance of physiological, safety and belonging are vital and foundational for the development of self-esteem and actualization. With wellness, similar factors are important for a student to be successful with academic work and, ultimately, preparation for a vocation and other aspects of life with family, community and culture.

The key point is that these issues are both hierarchical (as demonstrated with Maslow’s incorporation of a hierarchy) and interconnected. Applying this schema to wellness issues, many wellness issues are “must do” (foundational) before other assets can be attended to, and others complement these processes to aid students with their advancement through the academy and, ultimately, graduation. In fact, none of the wellness issues are ever “done” or “completed”; each can continue to grow and improve, with synergistic enhancement among them.

Wellness Redefined

Wellness as a construct has been around for decades. Its presence complements a health promotion orientation and emphasizes much more than the absence of disease or malady. The concept of wellness is much more than being physically fit and emotionally stable; it is more than an individual factor. Wellness is based on a holistic approach, with numerous factors included and all being interconnected. Various definitions of and frameworks for wellness exist, thus causing some confusion among the vast majority of individuals whose work doesn’t focus primarily on this issue. Some common elements surrounding wellness do exist and are helpful for providing an overall framework.

The National Wellness Institute, long-recognized as a leader with these issues, acknowledges that many different views of “wellness” exist and that it is applied in many different ways. It offers this definition: “Wellness is an active process through which people become aware of, and make choices toward, a more successful existence” (National Wellness Institute, 2016). The National Wellness Institute construct incorporates six dimensions: Emotional, Physical, Social, Intellectual, Occupational and Spiritual. Some other wellness definitions differentiate between Intellectual and Mental Wellness. Further, other approaches raise certain topics to a higher level, rather than have them as a subset of another topic; examples include Financial Wellness, Environmental Wellness or Medical Wellness.

The first volume of Wellness Issues for Higher Education (Anderson, 2016) incorporated five primary dimensions of wellness: Emotional, Physical, Social, Intellectual and Spiritual. These were not meant to be all inclusive, due primarily to space considerations. Similarly, this current volume includes five dimensions, overlapping largely with those found in the first volume. A single volume of this series is not all-inclusive yet is representative of various wellness components supporting the overall framework of the volume. For example, the first volume of Wellness Issues included topics linked to student success and graduate from college; this volume focuses on planning ahead with a focus on a healthy future.

The overall wellness model used depends on which chosen framework best meets the sponsor’s framework. This author adapts the model of the National Wellness Institute, with the addition of an environmental dimension. This modification addresses the important element of humankind’s interaction with and respect for the environment; it also attends to the acknowledgement that humans are natural beings and are thus part of the natural world.

Thus, the articulated seven dimensions of wellness include, from an overall perspective, the following:

• Emotional: An individual’s self-concept as well as how problems and situations are addressed
• Physical: Overall health, exercise regimens, diet and nutrition, sleep, stress management and related aspects of living
• Intellectual: Problem solving, critical thinking, memory, creativity, organization, adaptability, expression, logic and related cognitive abilities
• Social: Interpersonal dynamics, relationship skills, communication, etiquette and culture
• Occupational: Career readiness, professionalism, work ethic, task/process balance and job-oriented skills
• Environmental: Respect for nature and the environment, including a healthy personal perspective about one’s self as part of nature
• Spiritual: Values, goal direction and personal connections to the larger world setting

Regardless of the specific framework used, four important points remain: First, wellness is a construct that emphasizes a variety of dimensions, not just physical aspects or physical aspects coupled with emotional health. Second, wellness is interconnected; its issues are not discrete factors that operate independently but are all interdependent. Third, wellness is positive oriented; it is much more than the absence of something (such as poor health, low self-esteem, limited ability or problems with selected issues). Fourth, wellness is growth oriented; it is not status quo-based, as it represents continuous improvement and advancement.

Wellness is thus an interconnected, fluid and evolving approach for living life. Implicit is that it is self-directed and not imposed by external sources. Also implicit is that it is individualized; one person’s wellness agenda and activities are not necessarily appropriate for another person’s approaches. Further, the overall thrust of “wellness” is that it can be very ambitious; since it is self-directed and positive and oriented toward continuous improvement, it is reasonable to expect that no “endpoint” exists.

It is within this overall wellness context and understanding that campus-based efforts to promote wellness are based. The focus on students’ achievements, in all aspects of their college life, is emphasized with wellness-based initiatives. Further, these qualities are helpful for students during their college careers and further aid them with a sound preparation for the remainder of their lives.

The Higher Education Context

Institutions of higher education are viewed as repositories of knowledge and sources of wisdom, with faculty, staff, administration and other campus leaders ostensibly promoting thoughtful processes and high-quality results. Further, accountability for quality services and programs is paramount among institutions of higher education. Parallel to this is the increasing attention to the return on investment, an important factor marking students’ investment in the higher education experience. With costs of a degree in higher education increasing, and general public funding support decreasing, it is incumbent upon all members of the higher education community to identify ways in which they can contribute, individually and through their organizational context, to a quality educational experience for students.

Further, the value of a higher education degree is an important consideration. In their publication “A Stronger Nation through Higher Education,” the Lumina Foundation cites a goal of having 60% of citizens of the United States holding high-quality degrees, certificates or other credentials of a post-secondary education by 2025 (Lumina Foundation, 2013). They cite that, by 2020, 65% of jobs in the United States will require a college degree. They note, “In 2011, the most recent year for which data are available, the percentage of Americans between the ages of 25 and 64 with a two- or four-year college degree was 38.7%” (Lumina Foundation, 2013, p. 2). They note that this was 37.9% in 2009 and has increased, although quite slowly, every year since then. Complementing this is data demonstrating the payoff resulting from higher education. The median salary for those with a high school diploma is $29,423 and is 71% higher with a bachelor’s degree, where the median salary is $50,360 (Zaback, Carlson, & Crellin, 2012). This data substantiates the potential role of incorporating wellness issues into the academic fabric of the institution; attention to ways of more formally and systematically maximizing students’ attainment of degrees are worthwhile investments for this payoff.

Three additional considerations are valid within the higher education context. First, the successful completion of all academic requirements is typically the only factor that constitutes the award of the degree. It is that specific degree or diploma that is of utmost importance, as this becomes a condition of future employment and is verified by a valid transcript. Second, the college experience itself, with its skills development, knowledge acquisition and varied accomplishments, is most helpful for life-long skills, success and advancement. Third, the fact that an individual is admitted for enrollment in the institution of higher education is an acknowledgement of at least basic attributes suitable for positive achievement. Thus, it is reasonable to expect that these institutions will provide the necessary resources and services that facilitate individual students’ success.

How does this link to wellness issues? Simply put, colleges and universities should identify ways in which they can promote success among their students. It is well founded that any of a wide range of wellness issues can confound and hinder a student’s successful experience and ultimate graduation from college. Consider the following:

• A student uses marijuana and does so increasingly
• A student continues using current study skills, even those that result in mediocre results on papers and exams
• A first-year student hasn’t learned personal time management skills, since previously the schedule was determined by parents
• Sleep is difficult for students because of high noise levels in the residence hall
• The increasing costs of tuition and books cause some students to withdraw from enrollment
• Students’ self-esteem is based on selection as an officer or leader in a club or organization, which seems limited to only a few individuals
• Maintaining a good relationship with others is challenging because of limited social skills
• Preoccupation with social media and gaming websites cause havoc with numerous parts of life
• The infamous “freshman 15” has become a reality, plus some more pounds with late night snacks

College professionals, whether in student affairs, administration, faculty, advising or other roles, can easily see how these factors can each confound students’ success in college. Not only these items but numerous others can cause consternation among these professionals who, in fact, want to see the students succeed. Further, most of these issues intersect with one another. For example, poor time management results in procrastination, resulting in poor study skills. Or, excessive drug or alcohol use results in poor interpersonal relationships, lack of civic engagement and poor academic performance. Similarly, low self-esteem may link to body image or disordered eating and thus to mental health concerns.

Some factors are even more troublesome and are a cause for more immediate concern. Consider, for example, a student who expresses extreme doubts about whether life is worth living, a student who experiences a medical emergency due to consuming alcohol when taking a prescription drug and a student who reports an incident of sexual assault; each of these is much more urgent in nature and requires a swift and competent response.

The nexus of higher education and wellness issues is clear. Numerous wellness issues have a significant role to play with students’ success in college. Some of these issues result in disciplinary action, and others result in poor academic performance. These issues also affect students’ preparation for “life after college” or “the real world.” These skills, including but not limited to time management, dependence and recovery, stress management, writing, relationships and career planning, all contribute to students’ quality of performance and life. When these and other wellness topics are not well developed during the college years, students (those who soon become alumni) will be less prepared to meet the regular challenges of an employee, a family member, a community member and fellow citizen. Beyond that, these individuals will not be as well prepared to embrace the opportunities that surround them, whether intellectual, cultural, social, recreational or other.

This is not to suggest that, upon graduation from college, all the necessary skills and attitudes are present. As noted, wellness is a life-long activity and is never fully achieved. Those with excellent skills in a specific area (e.g., writing, exercise, tobacco, financial health) will undoubtedly have a stronger start to their lives after college. Yet all graduates can improve upon each of these areas in the months, years and decades following graduation and can benefit from a healthy foundation as well as a “jump start” from their collegiate years.

The important consideration for professionals working in higher education revolves around the extent to which they as individuals, as members of specific work groups (such as student affairs divisions, academic units or other departments) and as a member in the institution as a whole are contributing to helping the students succeed. The question for each individual is how well they are helping students maximize their college experience, both in preparation for graduation as well as with preparation for a fulfilling life. And, if the higher education professional believes that all students admitted should, ultimately, graduate, what steps are being made to ensure that this happens? As Luoluo Hong stated in the closing plenary at the NASPA Strategy Conference on Alcohol, Other Drugs and Violence Prevention and Mental Health, a paradigm shift may be called for: “If a student fails, we now say ‘it’s the student’s fault’; how about, ‘it’s our fault, what didn’t we do right? What could we have done better?’ ” (Hong, 2016). This changes the nature of the question and the dialogue surrounding wellness issues.

Edgar Schein (2013) stresses a larger societal context that is helpful.

The U.S. Culture is individualistic, competitive, optimistic, and pragmatic. … We are impatient and, with information technology’s ability to do things faster, we are even more impatient. Most important of all, we value task accomplishment over relationship building and either are not aware of this cultural bias or, worse, don’t care and don’t want to be bothered with it.

(p. 55)

Within his inquiry, what is the relative context for college and university campuses, and how can colleges and their professional staff and faculty members be better suited to achieve the goals of promoting wellness issues among students?

This is not to suggest that the responsibility for success in college and following college is entirely the responsibility of those working in the college setting. Indeed, much of the responsibility falls upon the students themselves. What it does suggest is that college personnel, through their individual and collective actions and with the environment they help to establish and maintain, have a significant responsibility to identify factors that contribute to and detract from the success of their students. It does suggest that systems and protocols be set up to promote the healthiest and safest college environment and that significant attention be provided to enhancing students’ utilization of resources. It also suggests that college and university personnel should intervene early when it is clear that something is going awry, whether for an individual, a group of individuals (e.g., a living group, an athletic team or a demographic group) or the institution as a whole. The important theme of accountability is maintained, so colleges do all they can to maximize students’ success and best prepare them to be successful in a future setting that appears fraught with uncertainty.

A Sense of Hope

When thinking about ensuring that wellness issues among students are addressed adequately, an obvious question is not so m...

Table of contents

• Cover
• Title
• Copyright
• Contents
• Preface
• 1 Introduction: Wellness for the Future
• PART I EMOTIONAL WELLNESS
• PART II SOCIAL WELLNESS
• PART III INTELLECTUAL WELLNESS
• PART IV PHYSICAL WELLNESS
• PART V OCCUPATIONAL WELLNESS
• PART VI CAMPUS APPLICATIONS
• Author Biographies
• Index