Case Studies – Theoretical Support
In this module, we examined Erik Erikson’s stage model and other theoretical perspectives on growth and learning. In addition, we also looked at the theories of Dewey, Piaget, and Vygotsky.
For this assignment, you will write a paper to provide theoretical support for the health and wellness courses you designed in Modules 2 and 3.
Create a 10-page paper (including the title and references pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Compose an introduction and conclusion for your paper.
1
Case Studies – Interviews
Thomas A. Gregorio
American College of Education
Professor Jodi Boling
HLTH5423 Human Development
10/7/2022
2
Case Study Interview Question
In contemporary society, the general costs attributed to health care have continued to rise.
As a result, employers, administrators, and managers in the healthcare industry have been
searching for ways to cut costs to minimal levels. Designing wellness programs to improve or
maintain patients’ behavior to reduce health risks and improve health quality. Some advantages
can be obtained from a well-executed program. An effective wellness program’s benefits include
reducing healthcare costs, increasing employee retention in healthcare industries, and supporting
the correlation between personal health and job satisfaction. This case study conducted
interviews with people from different age groups to design appropriate health and wellness
education programs that fit each age group.
Case Study Interview 1: Adolescent
In this case study, the interviewee was a thirteen-year-old girl, Lesley. From the
interview, Lesley claimed that her physical health was progressing reasonably well. However,
the interview reveals that she suffers from depressive and anxiety mental health issues. The
cause of the issues was that she was experiencing rapid growth in different aspects of his life.
Rapee et al. (2019) say individuals may suffer from mental health issues due to abnormal
psychological, cognitive and physical growth. During the interview session, Leslie claimed that
all these developments affected her feelings, thoughts, interactions with other people, and how
she made decisions. When inquired about her health needs in her age group, Lesley claimed that
for her to develop in good health, she needs good health information from relevant sectors. She
mentioned comprehensive sex education, setting up skills, developing opportunities, and having
health services that are effective, appropriate, and acceptable. She added that she looks forward
to dwelling in environments that feel safe and supportive.
3
Case Study Interview 2: Middle Adulthood
Mary functioned as the primary respondent for this interview. Mary is a 53-year-old
woman residing in New York. From observation, Mary seemed to be healthy physically wise.
However, Mary disclosed that many physical changes had occurred at this stage of her life.
According to her, the physical changes indicated that she was getting old. She revealed that her
skin had lost elasticity, and her grey hair was gradually changing into white. Additionally, Mary
affirmed that she experienced menopause when she turned 45 years. Mary claimed that her
primary goal would be to become a self-actualized woman by the time she reaches 50 years. The
interviewee affirmed that she needs a solid grasp of who she is and what she can do at this phase
of life. Self–actualization can be attained by meeting all the specific needs that enable the
individual to enjoy life and nature (Hopper, 2020). According to Mary, not being able to meet
some of her needs meant that she was yet to figure out her nature. Fulfilling the self-actualization
need could make her feel capable and confident. Thus, she claimed that she needed information
on ways of feeling self-actualized.
Case Study Interview 3: Late Adulthood
For this age group, the interview engaged Peter, a 72-year-old man living in a nursing
home in News York. Peter suffers from heart disease, whose severity is increased by his
underlying condition of high blood pressure. According to him, the cardiovascular system is
quite vulnerable as age progresses. Peter stressed that his doctors had revealed that his arteries
and blood vessels had stiffened, thus tasking the heart to work extra when pumping blood.
However, Peter hoped that his heart would adjust later to keep up with the workload. Courtesy of
appropriate medical intervention, patients with cardiovascular and heart diseases enjoy stabilized
heart rates even during physical activities (Zanvar et al., 2020). However, the authors affirm that
4
seniors are at a higher risk of heart-related diseases. Peter suggested that he needed information
on how to maintain his blood pressure level. Moreover, Peter stated that he needed to connect
emotionally and physically with his loved ones. Peter affirmed that sometimes, he felt
disconnected from his children, relatives, and friends, affecting his general health.
Summary and Analysis of the Collected Data
Inarguably, different age groups have different needs in terms of health and wellness. For
adolescents, for instance, the interviewee revealed that individuals in this age group undergo
growth in different aspects of their lives, causing mental health issues such as depression and
anxiety. The interview revealed that physical and psychological growth might instigate
adolescent mental health issues. These developments significantly impact how they feel, think,
and their relations with other people (Mathmainnah et al., 2022). Furthermore, the interview
revealed that adolescents need comprehensive sex education and information on how to deal
with physical and psychological changes. Moreover, contemporary adolescents must be
guaranteed safety and security in their environments.
The second interview revealed that many middle-aged adults are in dire need of selfactualization. In order to attain self-actualization, other needs must be met (Tekke, 2019).
Therefore, before attaining self-actualization, individuals must fulfill their safety, esteem, and
psychological needs, among others. When middle-aged adults attain self-actualization, they feel
confident and capable. Conclusively, developing strategies for middle-aged adults to feel selfactualized is the appropriate program for health and wellness.
Lastly, seniors undergo many changes during the latter phase of their life. The interview
revealed that one of the significant changes that take place is the adverse changes in the
5
cardiovascular system (Zanvar et al., 2020). The authors affirm that these changes could be
attributed to the rising prevalence of heart and cardiovascular diseases among the older cohorts.
Therefore, seniors must be informed on how they can identify, manage and mitigate heart
diseases. Furthermore, seniors should interact, engage, and connect with their loved ones to
fulfill their psychological needs during the latter phase of life.
Potential Health and Wellness program Ideas to Address the Need of Each Lifespan
Stage
When setting up specific health and wellness programs for adolescents, medical
practitioners and relevant stakeholders should appreciate that their target populations are
transitioning from childhood and adulthood. During adolescence, members of the age group
undergo many psychological and physical changes. Stakeholders must admit that these changes
affect their mental health. Therefore, it would be prudent for contemporary school administrators
and leaders to incorporate a counseling department in their schools that would encourage
adolescents and teenagers to share their feelings and emotions. When they share their feelings,
teachers, parents, friends, and guardians will understand their issues and needs (Rapee et al.,
2019). Moreover, schools should also incorporate sex education in their curriculums. Courtesy of
sex education lessons, adolescents would be able to make appropriate and informed decisions.
Lastly, the wellness program should cover ways of having and maintaining good relationships.
The wellness program for middle-aged adults should stress self-actualization. Health and
wellness experts should focus on enhancing the acceptance and esteem of contemporary middleaged adults who are mainly experiencing mid-life crises. The wellness programs would include
motivational speakers and coaches emphasizing the need to learn to accept the processes and
outcomes in their lives. The wellness programs would enable the participants to work with
6
situations as they turn out rather than yielding to frustrations that result from hope. In essence,
accepting the unknowns of life is another meaning of acceptance. Self-actualization can also be
achieved by living spontaneously. Living spontaneously means enjoying each moment as it
comes and avoiding worrying about what someone should do (Tekke,2019). The author affirms
that although feeling safe with what someone knows is accessible, that urge should be fought,
chances should be taken, and new things should be tried.
Lastly, many seniors that face the threat of suffering from heart disease stress their need
to be close to being with their loved ones. The wellness program should incorporate the patient’s
family members, relatives, and friends in addressing this issue. Spending time with their loved
ones will make seniors feel connected to them, thus fulfilling their psychological needs and
improving their health. Furthermore, the wellness program should emphasize the need to
eliminate tasks in their routines and schedules (Hadiyani et al., 2021). According to the authors,
the tasks should be broken into smaller ones that can be more manageable.
Conclusion
In conclusion, different age groups have different health and wellness needs. The
interviews revealed that the requirements of adolescents, middle-aged adults, and seniors range
from physical, physiological, self-actualization, and social needs. The differences in these needs
are caused by the different levels of growth in their bodies. Therefore, before designing wellness
programs, it is quite essential to understand the mechanisms that drive changes between people
from different age groups.
7
References
Hadiyani, W., Juniarni, L., & Putri, T. A. R. K. (2021). Description of Palliative Care Needs
Among the Elderly in Indonesia. KnE Life Sciences, 356-362.
Hopper, E. (2020). Maslow’s hierarchy of needs explained. ThoughtCo, ThoughtCo, 24.
Muthmainnah, M., Salim, L. A., Nurmala, I., Devi, Y. P., & Eliana, L. (2022). What are
Adolescent Health Information Needs in the Pandemic Era?. Journal of Positive School
Psychology, 6(8), 8518-8524.
Rapee, R. M., Oar, E. L., Johnco, C. J., Forbes, M. K., Fardouly, J., Magson, N. R., &
Richardson, C. E. (2019). Adolescent development and risk for the onset of socialemotional disorders: A review and conceptual model. Behaviour research and therapy,
123, 103501.
Tekke, M. (2019). The Highest Levels of Maslow’s Hierarchical Needs: Self-actualization and
Self-transcendence. Journal of Qualitative Research in Education, 7(4).
Zanvar, V., & Revanwar, M. (2020). Demographic profile and health status of selected elderly.
Appendices
8
Appendix 1: Interview Questions
1. What’s your name?
2. How old are you?
3. What are some of the physical and psychological changes you have experienced in this age
group?
4. How are you feeling today? Do you feel healthy or sick?
5. As an individual, what type of health information can assist you?
1
Case Studies – Course Design 2 Know, Want, and Learn Chart (KWN’s)
Thomas A. Gregorio
American College of Education
Professor Jodi Boling
HLTH5423 Human Development
10/23/2022
Case Studies – Course Design 2 Know, Want, and Learn Chart (KWN’s)
2
The Learning Cycle
Elicit
The activity I will use to determine the three learners ’prior knowledge on the topic is
displaying the KWL chart on the wall using the projector in the classroom. The KWL chart is an
acronym for Know, Want, and Learn. In the Know section, the three health and wellness students
will share their knowledge about the topic. During this time, student’s will inform us what they
know about the adolescence stage and its relationship with mental health issues like anxiety and
depression. Adolescence triggers mental health concerns that may be detrimental if not addressed
(García-Carrión et al., 2019). Next, the student’s will describe what they know about selfactualization and life enjoyment. Lastly, students will state what they know about cardiovascular
diseases and other health related issues that are prevalent in late adulthood. Student’s will also
address their wants for each stage of development in the Want section of the chart, and address
what they want to learn about the different stages of development in the Learn section of the
chart. The student’s will have the option to either write their responses or share them verbally.
Engage
At this stage, I will instruct the learners to focus on the board for a short video projection.
Afterward, I will display a short video using the projector and guide the students to take note of
the different scenes. The 3-minute video, which I will have designed before the class, will begin
by displaying images of a child under the mother’s care. Afterward, the video will show scenes
of the same child, now in adolescence, attending school. The third scene will display the same
girl now becoming a woman and taking care of her family. The last scenes will show the woman
in her elderly years struggling to perform simple tasks and now relying on her children and
3
grandchildren. Indeed, human needs and well-being demands change as they transit from
childhood to late adulthood (Sjöblom et al., 2018).
Explore
I will use the question-and-answer technique to present the lessons to the student’s. I will
start by asking them to describe the specific changes they experienced while entering this stage.
Afterward, I will reinforce the need for supportive relationships at school and home to help
adolescents address challenges such as depression associated with this stage. A primary strategy
to overcome depression and anxiety associated with adolescence is guidance and counseling
(García-Carrión et al., 2019). In the case of middle adulthood, I will display Maslow’s hierarchy
of needs via the projector and help student’s identify the needs they must meet before attaining
self-actualization. Using the question-and-answer technique, I will identify student’s needs that
have not been met and what can be done to meet them. Maslow’s hierarchy of needs
encompasses the physiological, safety, social, esteem, and self-actualization needs (Hayre-Kwan
et al., 2021). I will then introduce student’s to the discussion of late adulthood health concerns
by describing cardiovascular complications and other health related issues associated with late
adulthood.
Explain
At this stage, all the learners will get the opportunity to report what they learned on their
respective health and wellness topics. During this time, the student’s will lead a discussion to
explain how the lesson has assisted them in understanding how the transition from adolescence
to adulthood has affected them. On the other hand, student’s will lead a discussion on what selfactualization means to them and how life has been after the age of 50. Middle adulthood is a
demanding stage with conflicting needs (Kaufman, 2018). The student’s will use insights from
4
the lesson to lead a discussion about cardiovascular complications and their perceptions of life.
Student’s will also talk about other health complications they face in adulthood. The vocabulary
I will select for the adolescence stage is the emotional burden of transition. I will present the
vocabulary by asking them to compare their emotional status before and during adolescence.
For middle adulthood, the vocabulary I will use will describe Maslow’s hierarchy of needs. I will
present the vocabulary by drawing a pyramid diagram showing human needs from the basic ones
at the bottom to advanced ones, in this case, self-actualization at the top. For late adulthood, the
vocabulary I will use will be cardiovascular lapse and health care. I will present the vocabulary
by listing all cardiovascular complications in old age and how to address them through proper
health care.
Elaborate (or Expand)
After the presentations and reporting, I will invite a health and wellness expert to add
further details to the discussion. For instance, in discussing adolescence, they will highlight the
strategies to overcome risk factors like feelings of stress, inability to make sound decisions, and
over-expectations from friends and family. According to Farley (2020), adolescents are a
vulnerable population predisposed to several risk factors that could endanger their well-being
and others. In the case of middle adulthood, the expert will highlight the needs that have not been
met and help to identify strategies to attain self-actualization before late adulthood. The health
expert will provide students with a healthy late-adulthood framework based on the challenges
noted during the discussion. All the learners will note down 5 strategies they intend to implement
within 20 days to improve their health and well-being after the lesson. This will help them apply
what they learned to improve their health outcomes.
Evaluate
5
I will issue the learners with self-assessment notebooks where they will note their daily
activities that improve their health and well-being. Student’s can rely on a caregiver who can
record daily activities, including social interactions and medication use. Moreover, student’s will
record any improvements in variables such as reduced depression in adolescence and reduced
hospitalizations in the case of late adulthood.. I will collect the booklets every two weeks to
analyze the learner’s adherence to agreed health and wellness frameworks.
Extend
I will be inviting the participants to other health and wellness classes where they can help
disseminate the acquired knowledge to other people. The student’s will accompany me to health
and wellness sessions targeting adolescents. On the other hand, student’s will invite me to health
and well-being sessions where the target group will be middle adults struggling to cope with the
realities of advancing age amidst increasing demands in life. Student’s will lastly accompany me
to health and well-being lessons for late adults, where they will lead discussions of health
challenges in late adulthood and how to cope with them.
6
References
Farley, H. R. (2020). Assessing mental health in vulnerable adolescents. Nursing, 50(10), 4853. https://doi.org/10.1097/01.nurse.0000697168.39814.93
García-Carrión, R., Villarejo-Carballido, B., & Villardón-Gallego, L. (2019). Children and
adolescents mental health: A systematic review of interaction-based interventions in
schools and communities. Frontiers in
Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00918
Hayre-Kwan, S., Quinn, B., Chu, T., Orr, P., & Snoke, J. (2021). Nursing and Maslow’s
hierarchy. Nurse Leader, 19(6), 590-595. https://doi.org/10.1016/j.mnl.2021.08.013
Kaufman, S. B. (2018). Self-actualizing people in the 21st century: Integration with
contemporary theory and research on personality and well-being. Journal of Humanistic
Psychology, 002216781880918. https://doi.org/10.1177/0022167818809187
Sjöblom, M., Öhrling, K., & Kostenius, C. (2018). Useful life lessons for health and well-being:
Adults’ reflections of childhood experiences illuminate the phenomenon of the inner
child. International Journal of Qualitative Studies on Health and Well-being, 13(1),
1441592. https://doi.org/10.1080/17482631.2018.1441592
1
Case Studies – Interviews
2
Case Study Interview Question
In contemporary society, the general costs attributed to health care have continued to rise.
As a result, employers, administrators, and managers in the healthcare industry have been
searching for ways to cut costs to minimal levels. Designing wellness programs to improve or
maintain patients’ behavior to reduce health risks and improve health quality. Some advantages
can be obtained from a well-executed program. An effective wellness program’s benefits include
reducing healthcare costs, increasing employee retention in healthcare industries, and supporting
the correlation between personal health and job satisfaction. This case study conducted
interviews with people from different age groups to design appropriate health and wellness
education programs that fit each age group.
Case Study Interview 1: Adolescent
In this case study, the interviewee was a thirteen-year-old girl, Lesley. From the
interview, Lesley claimed that her physical health was progressing reasonably well. However,
the interview reveals that she suffers from depressive and anxiety mental health issues. The
cause of the issues was that she was experiencing rapid growth in different aspects of his life.
Rapee et al. (2019) say individuals may suffer from mental health issues due to abnormal
psychological, cognitive and physical growth. During the interview session, Leslie claimed that
all these developments affected her feelings, thoughts, interactions with other people, and how
she made decisions. When inquired about her health needs in her age group, Lesley claimed that
for her to develop in good health, she needs good health information from relevant sectors. She
mentioned comprehensive sex education, setting up skills, developing opportunities, and having
health services that are effective, appropriate, and acceptable. She added that she looks forward
to dwelling in environments that feel safe and supportive.
3
Case Study Interview 2: Middle Adulthood
Mary functioned as the primary respondent for this interview. Mary is a 53-year-old
woman residing in New York. From observation, Mary seemed to be healthy physically wise.
However, Mary disclosed that many physical changes had occurred at this stage of her life.
According to her, the physical changes indicated that she was getting old. She revealed that her
skin had lost elasticity, and her grey hair was gradually changing into white. Additionally, Mary
affirmed that she experienced menopause when she turned 45 years. Mary claimed that her
primary goal would be to become a self-actualized woman by the time she reaches 50 years. The
interviewee affirmed that she needs a solid grasp of who she is and what she can do at this phase
of life. Self–actualization can be attained by meeting all the specific needs that enable the
individual to enjoy life and nature (Hopper, 2020). According to Mary, not being able to meet
some of her needs meant that she was yet to figure out her nature. Fulfilling the self-actualization
need could make her feel capable and confident. Thus, she claimed that she needed information
on ways of feeling self-actualized.
Case Study Interview 3: Late Adulthood
For this age group, the interview engaged Peter, a 72-year-old man living in a nursing
home in News York. Peter suffers from heart disease, whose severity is increased by his
underlying condition of high blood pressure. According to him, the cardiovascular system is
quite vulnerable as age progresses. Peter stressed that his doctors had revealed that his arteries
and blood vessels had stiffened, thus tasking the heart to work extra when pumping blood.
However, Peter hoped that his heart would adjust later to keep up with the workload. Courtesy of
appropriate medical intervention, patients with cardiovascular and heart diseases enjoy stabilized
heart rates even during physical activities (Zanvar et al., 2020). However, the authors affirm that
4
seniors are at a higher risk of heart-related diseases. Peter suggested that he needed information
on how to maintain his blood pressure level. Moreover, Peter stated that he needed to connect
emotionally and physically with his loved ones. Peter affirmed that sometimes, he felt
disconnected from his children, relatives, and friends, affecting his general health.
Summary and Analysis of the Collected Data
Inarguably, different age groups have different needs in terms of health and wellness. For
adolescents, for instance, the interviewee revealed that individuals in this age group undergo
growth in different aspects of their lives, causing mental health issues such as depression and
anxiety. The interview revealed that physical and psychological growth might instigate
adolescent mental health issues. These developments significantly impact how they feel, think,
and their relations with other people (Mathmainnah et al., 2022). Furthermore, the interview
revealed that adolescents need comprehensive sex education and information on how to deal
with physical and psychological changes. Moreover, contemporary adolescents must be
guaranteed safety and security in their environments.
The second interview revealed that many middle-aged adults are in dire need of selfactualization. In order to attain self-actualization, other needs must be met (Tekke, 2019).
Therefore, before attaining self-actualization, individuals must fulfill their safety, esteem, and
psychological needs, among others. When middle-aged adults attain self-actualization, they feel
confident and capable. Conclusively, developing strategies for middle-aged adults to feel selfactualized is the appropriate program for health and wellness.
Lastly, seniors undergo many changes during the latter phase of their life. The interview
revealed that one of the significant changes that take place is the adverse changes in the
5
cardiovascular system (Zanvar et al., 2020). The authors affirm that these changes could be
attributed to the rising prevalence of heart and cardiovascular diseases among the older cohorts.
Therefore, seniors must be informed on how they can identify, manage and mitigate heart
diseases. Furthermore, seniors should interact, engage, and connect with their loved ones to
fulfill their psychological needs during the latter phase of life.
Potential Health and Wellness program Ideas to Address the Need of Each Lifespan
Stage
When setting up specific health and wellness programs for adolescents, medical
practitioners and relevant stakeholders should appreciate that their target populations are
transitioning from childhood and adulthood. During adolescence, members of the age group
undergo many psychological and physical changes. Stakeholders must admit that these changes
affect their mental health. Therefore, it would be prudent for contemporary school administrators
and leaders to incorporate a counseling department in their schools that would encourage
adolescents and teenagers to share their feelings and emotions. When they share their feelings,
teachers, parents, friends, and guardians will understand their issues and needs (Rapee et al.,
2019). Moreover, schools should also incorporate sex education in their curriculums. Courtesy of
sex education lessons, adolescents would be able to make appropriate and informed decisions.
Lastly, the wellness program should cover ways of having and maintaining good relationships.
The wellness program for middle-aged adults should stress self-actualization. Health and
wellness experts should focus on enhancing the acceptance and esteem of contemporary middleaged adults who are mainly experiencing mid-life crises. The wellness programs would include
motivational speakers and coaches emphasizing the need to learn to accept the processes and
outcomes in their lives. The wellness programs would enable the participants to work with
6
situations as they turn out rather than yielding to frustrations that result from hope. In essence,
accepting the unknowns of life is another meaning of acceptance. Self-actualization can also be
achieved by living spontaneously. Living spontaneously means enjoying each moment as it
comes and avoiding worrying about what someone should do (Tekke,2019). The author affirms
that although feeling safe with what someone knows is accessible, that urge should be fought,
chances should be taken, and new things should be tried.
Lastly, many seniors that face the threat of suffering from heart disease stress their need
to be close to being with their loved ones. The wellness program should incorporate the patient’s
family members, relatives, and friends in addressing this issue. Spending time with their loved
ones will make seniors feel connected to them, thus fulfilling their psychological needs and
improving their health. Furthermore, the wellness program should emphasize the need to
eliminate tasks in their routines and schedules (Hadiyani et al., 2021). According to the authors,
the tasks should be broken into smaller ones that can be more manageable.
Conclusion
In conclusion, different age groups have different health and wellness needs. The
interviews revealed that the requirements of adolescents, middle-aged adults, and seniors range
from physical, physiological, self-actualization, and social needs. The differences in these needs
are caused by the different levels of growth in their bodies. Therefore, before designing wellness
programs, it is quite essential to understand the mechanisms that drive changes between people
from different age groups.
7
References
Hadiyani, W., Juniarni, L., & Putri, T. A. R. K. (2021). Description of Palliative Care Needs
Among the Elderly in Indonesia. KnE Life Sciences, 356-362.
Hopper, E. (2020). Maslow’s hierarchy of needs explained. ThoughtCo, ThoughtCo, 24.
Muthmainnah, M., Salim, L. A., Nurmala, I., Devi, Y. P., & Eliana, L. (2022). What are
Adolescent Health Information Needs in the Pandemic Era?. Journal of Positive School
Psychology, 6(8), 8518-8524.
Rapee, R. M., Oar, E. L., Johnco, C. J., Forbes, M. K., Fardouly, J., Magson, N. R., &
Richardson, C. E. (2019). Adolescent development and risk for the onset of socialemotional disorders: A review and conceptual model. Behaviour research and therapy,
123, 103501.
Tekke, M. (2019). The Highest Levels of Maslow’s Hierarchical Needs: Self-actualization and
Self-transcendence. Journal of Qualitative Research in Education, 7(4).
Zanvar, V., & Revanwar, M. (2020). Demographic profile and health status of selected elderly.
Appendices
8
Appendix 1: Interview Questions
1. What’s your name?
2. How old are you?
3. What are some of the physical and psychological changes you have experienced in this age
group?
4. How are you feeling today? Do you feel healthy or sick?
5. As an individual, what type of health information can assist you?
1
Case Studies – Course Design 1 Sustainable Development Goals (SDGs)
2
Sustainable Development Goals (SDGs) Course
The Sustainable Development Goals (SDGs) program guarantees everyone lives well and
advances well-being at all ages. However, this program will be ideal for the health and well-being
of children and is essential to achieving this aim at the age of 5 to 19 years (Ross et al., 2020).
Adolescents (5–19 years old) are at least as susceptible to this as any other age group for the course.
According to the interview, the main goal of the development program is to prepare for the unequal
advancement of children’s and adolescents’ health in their environment.
Ross and associates (2020) state that health and well-being requirements vary considerably
among age groups. Health education, such as effective teaching, quality health services, supportive
environment at home, community, and country, is crucial to a healthy transition into adulthood.
These issues are addressed in the Sustainable Development Goals (SDGs) Course. Physical,
physiological, self-actualization and social needs were all identified via interviews as essential to
teenagers, middle-aged people, and the elderly. The varying stages of development in their bodies
account for the disparity in these requirements. Therefore, it is essential to understand the factors
that cause variations amongst individuals of various age groups before establishing health
programs.
The SDGs lesson program will be taught in a Healthy Environment Classroom using visual
aids like charts and drawings highlighting the importance of clean water, proper hygiene, and a
secure learning space free from unnecessary dangers. Capabilities necessary for avoiding potential
hazards Adolescents will benefit from this because they will have more chances to have their
voices heard and be considered in essential matters. They will be able to exert more control over
their surroundings as their abilities and maturity level increase.
3
The Learning Cycle
Elicit
This design will have the backgrounds and experiences of the students involved and need
tact and thoughtfulness in conversation to develop in school activities. Record a video while this
is done so that students feel comfortable opening up and discussing their lives and thoughts in
class (Borbaš, 2019). Under the umbrella topic of “wellness,” students may discuss how to
encourage health and longevity at any early age. This tactic should also guarantee access to highquality education and inspire people of all ages to keep studying throughout their lives.
Engage
Then afterwards, have to play the video you just saw for your class as the first step. The
backgrounds and experiences of the students involved need tact and thoughtfulness while
designing a conversation for these activities. In this approach, students may understand what is
meant when the term “SDG” is used. You may now begin your investigation of the SDGs. This is
done, so students feel comfortable opening up and discussing their lives and thoughts in class.
Explore
Have a jigsaw puzzle for the student’s to solve. When they’re done, let them go at all 17
Sustainable Development Goals (Borba, 2019). The kids will better understand the meaning of
various objectives via flashcard activity. Take advantage of this activity to ensure that the students
never forget the objectives. These are, of course, only the surface details; for any objective, one
may delve into further depth (Ross et al., 2020). This will be through helping students know what
it means to “Ensure sustainable management of water and sanitation for everybody,” for instance.
What steps must be made to accomplish this objective?
4
Explain
Talk about the SDGs in a class by bringing the students together. This will be done by
getting the students to sit in a circle and have them each bring something that symbolizes who they
are. The distinct SDGs may be brought out by placing a bottle (or another tall item) in the center
of a circle (Borba, 2019). Students must now arrange their materials in the designated space to
complete this activity. It might be set down at their feet, or it can be set down in the center beside
the bottle. In addition, they are free to put it wherever in the range. Their item’s location determines
the SDG’s significance to a specific student. Whether they prioritize climate change awareness or
decent education makes no difference. The more critical this aim is to them, the closer the item is
to the bottle in the center. Investigate the justifications they provide for prioritizing one objective
above others (Ross et al., 2020).
Elaborate (or Expand)
The Sustainable Development Goals might be challenging to explain to young children,
but the ready-to-use board game Go objectives make it fun and easy to learn about these goals and
how everyone can help achieve them. Even if this is a fun and educational activity for the
classroom, printing enough copies of the game’s materials for each class would be a significant
time and resource drain. That’s why the following resource has a digital adaptation of the game.
Evaluate
In this configuration, the teacher should employ a digital randomization widget in
conjunction with a modified deck of original playing cards. You’ll need to print out this set of cards
and arrange them numerically by hand (Borba, 2019). The students spin the goal-related wheel
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and respond to the next question. The questions in this electronic version of the game are identical
to those in the classic paper version. Select your desired objective by clicking the white circle.
This plan is embedded in a larger body of work that includes a multistakeholder call to action to
put the health and happiness of adolescents first.
Extend
Put your students’ understanding of the SDGs to the test with a quiz and checklist. If the
class passes the test quickly, then they could choose to start planning their venture. Take action to
help reach one of the Sustainable Development Goals! Discover easy ways that you and your
students may contribute. Use this checklist to have your students think about the consequences of
their actions, whether at school or home. Get them to speak out and demonstrate the value of
sustainable development to their parents and loved ones so they may feel empowered, too. Have
your kids make a list of what they’ve accomplished so far. The student will be encouraged to repeat
the process.
References
Borbaš, B. (2019, December 12). 10 ready-to-use lesson plans on the sustainable development
goals.
BookWidgets.
Retrieved October 13,
2022,
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from https://www.bookwidgets.com/blog/2019/12/10-ready-to-use-lesson-plans-on-thesustainable-development-goals
Ross, D. A., Hinton, R., Melles-Brewer, M., Engel, D., Zeck, W., Fagan, L., Herat, J.,
Phaladi, G.,
Imbago-Jácome, D.,
Anyona, P.,
Sanchez, A.,
Damji, N.,
Terki, F.,
Baltag, V., Patton, G., Silverman, A., Fogstad, H., Banerjee, A., & Mohan, A. (2020).
Adolescent well-being: A definition and conceptual framework. Journal of Adolescent
Health, 67(4), 472-476. https://doi.org/10.1016/j.jadohealth.2020.06.042
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Case Studies – Course Design 2 Know, Want, and Learn Chart (KWN’s)
Case Studies – Course Design 2 Know, Want, and Learn Chart (KWN’s)
The Learning Cycle
Elicit
The activity I will use to determine the three learners ’prior knowledge on the topic is
displaying the KWL chart on the wall using the projector in the classroom. The KWL chart is an
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acronym for Know, Want, and Learn. In the Know section, the three health and wellness students
will share their knowledge about the topic. During this time, student’s will inform us what they
know about the adolescence stage and its relationship with mental health issues like anxiety and
depression. Adolescence triggers mental health concerns that may be detrimental if not addressed
(García-Carrión et al., 2019). Next, the student’s will describe what they know about selfactualization and life enjoyment. Lastly, students will state what they know about cardiovascular
diseases and other health related issues that are prevalent in late adulthood. Student’s will also
address their wants for each stage of development in the Want section of the chart, and address
what they want to learn about the different stages of development in the Learn section of the
chart. The student’s will have the option to either write their responses or share them verbally.
Engage
At this stage, I will instruct the learners to focus on the board for a short video projection.
Afterward, I will display a short video using the projector and guide the students to take note of
the different scenes. The 3-minute video, which I will have designed before the class, will begin
by displaying images of a child under the mother’s care. Afterward, the video will show scenes
of the same child, now in adolescence, attending school. The third scene will display the same
girl now becoming a woman and taking care of her family. The last scenes will show the woman
in her elderly years struggling to perform simple tasks and now relying on her children and
grandchildren. Indeed, human needs and well-being demands change as they transit from
childhood to late adulthood (Sjöblom et al., 2018).
Explore
I will use the question-and-answer technique to present the lessons to the student’s. I will
start by asking them to describe the specific changes they experienced while entering this stage.
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Afterward, I will reinforce the need for supportive relationships at school and home to help
adolescents address challenges such as depression associated with this stage. A primary strategy
to overcome depression and anxiety associated with adolescence is guidance and counseling
(García-Carrión et al., 2019). In the case of middle adulthood, I will display Maslow’s hierarchy
of needs via the projector and help student’s identify the needs they must meet before attaining
self-actualization. Using the question-and-answer technique, I will identify student’s needs that
have not been met and what can be done to meet them. Maslow’s hierarchy of needs
encompasses the physiological, safety, social, esteem, and self-actualization needs (Hayre-Kwan
et al., 2021). I will then introduce student’s to the discussion of late adulthood health concerns
by describing cardiovascular complications and other health related issues associated with late
adulthood.
Explain
At this stage, all the learners will get the opportunity to report what they learned on their
respective health and wellness topics. During this time, the student’s will lead a discussion to
explain how the lesson has assisted them in understanding how the transition from adolescence
to adulthood has affected them. On the other hand, student’s will lead a discussion on what selfactualization means to them and how life has been after the age of 50. Middle adulthood is a
demanding stage with conflicting needs (Kaufman, 2018). The student’s will use insights from
the lesson to lead a discussion about cardiovascular complications and their perceptions of life.
Student’s will also talk about other health complications they face in adulthood. The vocabulary
I will select for the adolescence stage is the emotional burden of transition. I will present the
vocabulary by asking them to compare their emotional status before and during adolescence.
For middle adulthood, the vocabulary I will use will describe Maslow’s hierarchy of needs. I will
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present the vocabulary by drawing a pyramid diagram showing human needs from the basic ones
at the bottom to advanced ones, in this case, self-actualization at the top. For late adulthood, the
vocabulary I will use will be cardiovascular lapse and health care. I will present the vocabulary
by listing all cardiovascular complications in old age and how to address them through proper
health care.
Elaborate (or Expand)
After the presentations and reporting, I will invite a health and wellness expert to add
further details to the discussion. For instance, in discussing adolescence, they will highlight the
strategies to overcome risk factors like feelings of stress, inability to make sound decisions, and
over-expectations from friends and family. According to Farley (2020), adolescents are a
vulnerable population predisposed to several risk factors that could endanger their well-being
and others. In the case of middle adulthood, the expert will highlight the needs that have not been
met and help to identify strategies to attain self-actualization before late adulthood. The health
expert will provide students with a healthy late-adulthood framework based on the challenges
noted during the discussion. All the learners will note down 5 strategies they intend to implement
within 20 days to improve their health and well-being after the lesson. This will help them apply
what they learned to improve their health outcomes.
Evaluate
I will issue the learners with self-assessment notebooks where they will note their daily
activities that improve their health and well-being. Student’s can rely on a caregiver who can
record daily activities, including social interactions and medication use. Moreover, student’s will
record any improvements in variables such as reduced depression in adolescence and reduced
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hospitalizations in the case of late adulthood.. I will collect the booklets every two weeks to
analyze the learner’s adherence to agreed health and wellness frameworks.
Extend
I will be inviting the participants to other health and wellness classes where they can help
disseminate the acquired knowledge to other people. The student’s will accompany me to health
and wellness sessions targeting adolescents. On the other hand, student’s will invite me to health
and well-being sessions where the target group will be middle adults struggling to cope with the
realities of advancing age amidst increasing demands in life. Student’s will lastly accompany me
to health and well-being lessons for late adults, where they will lead discussions of health
challenges in late adulthood and how to cope with them.
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References
Farley, H. R. (2020). Assessing mental health in vulnerable adolescents. Nursing, 50(10), 4853. https://doi.org/10.1097/01.nurse.0000697168.39814.93
García-Carrión, R., Villarejo-Carballido, B., & Villardón-Gallego, L. (2019). Children and
adolescents mental health: A systematic review of interaction-based interventions in
schools and communities. Frontiers in
Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00918
Hayre-Kwan, S., Quinn, B., Chu, T., Orr, P., & Snoke, J. (2021). Nursing and Maslow’s
hierarchy. Nurse Leader, 19(6), 590-595. https://doi.org/10.1016/j.mnl.2021.08.013
Kaufman, S. B. (2018). Self-actualizing people in the 21st century: Integration with
contemporary theory and research on personality and well-being. Journal of Humanistic
Psychology, 002216781880918. https://doi.org/10.1177/0022167818809187
Sjöblom, M., Öhrling, K., & Kostenius, C. (2018). Useful life lessons for health and well-being:
Adults’ reflections of childhood experiences illuminate the phenomenon of the inner
child. International Journal of Qualitative Studies on Health and Well-being, 13(1),
1441592. https://doi.org/10.1080/17482631.2018.1441592