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Cultivating Wellness

Marcia Wilson Fisher Institute for Wellness and Gerontology - Ball State Jane Ellery Fisher Institute for Wellness and Gerontology - Ball State Jeanne Gillespie The University of Southern Mississippi Peggy Myers Columbus East High School, Columbus, Indiana. Cultivating Wellness.

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Cultivating Wellness

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  1. Marcia Wilson Fisher Institute for Wellness and Gerontology - Ball State Jane Ellery Fisher Institute for Wellness and Gerontology - Ball State Jeanne Gillespie The University of Southern Mississippi Peggy Myers Columbus East High School, Columbus, Indiana Cultivating Wellness

  2. Salutogenesis…a Framework for Service-Learning And a Social Sustainability Tool

  3. Wellness Management Wellness • An integrated method of functioning which is oriented toward maximizing the potential of which the individual is capable, within the environment where he is functioning • Halbert Dunn, 1977 • Supporting opportunities to impact the diverse, multi-dimensional processes important in preserving and protecting health and well-being by encouraging Complete Thinking, Balanced Valuing, and Flexibility (Passionate) Intervening Helping individuals maximize their potential and thrive in (and often in spite of) their current environment -Jane Ellery interpretation, 2009

  4. Salutogenesis Antonovsky Sense of Coherence Generalized Resistance Resources

  5. Salutogenesis • Pathogenesis – the origins of disease • Salutogenesis - the origins of health • Sense of Coherence (Antonovsky): • Your world is understandable: Stimuli from internal and external sources is perceived as structured and predictable. (Comprehensible) • Your world is manageable: Resources exist to meet demands posed by stimuli (Manageability) • Your world has meaning: Demands are challenges worth spending energy/effort on (Meaningfulness) • Health ease/dis-ease continuum

  6. GRR-RDs Generalized Resistance resources – resistance deficits • Generalized Resistance Resources: • Properties of a person, a collective or a situation that facilitate successful coping with the inherent stressors of human existence. • GRRs foster repeated life experiences which helped one see the world as 'making sense', cognitively, instrumentally and emotionally. • Wealth, ego strength, cultural stability, environment, support structures, etc. • Moving toward the positive end of the continuum – resource… the negative end – deficit

  7. Questions to consider… • What makes us strong? • What experiences make us more resilient? • What opens us to more fully experience life? • What in organizations makes us grow? • How can we give meaning to life? • How can we support the development of GRRs?

  8. So what does this mean? BOTH/AND Augment and enhance not change Encourage programming for the program’s sake Provide support/guidance to help individuals successfully accomplish what THEY want to do… rather than what WE think they should change Work WITH the community… not for, in or on the community! A true, trusted partnership

  9. Marcia WIlson

  10. Jeanne Gillespie

  11. Peggy Myers

  12. A Faculty Perspective The Ball State Experience: From Potential to Reality

  13. What this Professor Values… • Public Health – Consumer focused • Professional interests include: • Developing partnerships to enhance consumer-friendly approaches to wellness initiatives and research practices • Integrating salutogenic interventions with more traditionally recognized health enhancement efforts • Encouraging students to experiment with different ways to use emerging media to enhance well-being

  14. Minor in Workplace Wellness Undergraduate • Community Gardening as a Workplace Wellness intervention (Civic Engagement Class Opportunity) • Interdisciplinary (College of Applied Science and Technology) • 3 “Core” Classes (Introduction, Planning, Administration) • 2 “Civic Engagement” Classes • 2 Related/Directed Electives • 1 “Senior Seminar”

  15. Education Redefined • Immersive learning (different than service-learning) at Ball State have most or all of the following characteristics: • carry academic credit • engage participants in an active learning process that is student-driven but guided by a faculty mentor • produce a tangible outcome or product, such as a business plan, policy recommendation, book, play, or DVD • involve at least one team of students, often working on a project that is interdisciplinary in nature • include community partners and create an impact on the larger community as well as on the student participants • focus on student learning outcomes • help students define a career path or make connections to a profession or industry

  16. Defining Terms… Service Learning, Civic Engagement/Engagement, Experiential Education, (BSU) “Immersive Learning” and “Building Better Communities,” “Health Fellows,” Others… • How are these terms the same? Different? • What are the expected activities and outcomes? • Who drives the partnership development? • Who is responsible for sustaining the partnerships? • What do the students think? • How are faculty recognized/rewarded for their time?

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