Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Wellness is a process never a static state. Because high level wellness involves good quality self care, constructive mental decision making, appropriate emotional expression, creative social interactions and concern for the occupational, psychological and spiritual environments, the approaches to teaching in the unit provide a student with a holistic knowledge base on which subsequent practicum and clinical exercise prescription units may build. The unit builds on knowledge acquired in the foundation units of fitness, health and wellness, nutrition and physical activity and health behaviour change processes.

Aims

By interacting with the dimensions and applying the processes intrinsic to the dimension, the unit aims to develop your knowledge of the field of wellness and wellness coaching to fully appreciate the implications of each dimension for all aspects of personal and client health.

Objectives

1. Critically analyse the tools and dimensions of behavioural change necessary to create health enhancing environments
   
2. Differentiate among concepts such as wellness, well-being and quality of life
   
3. Apply interpersonal communication skills at a professional level sensitive to cultural and social diversity

Content

Topics to be covered include:

• the measurement, evaluation and enhancement of wellness
  
• strategies for development of wellness coaching skills and processes
  
• theories of wellness and evidence based wellness inventories
  
• analysis of Individual wellness coaching strategies
  
• wellness knowledge - diagnostic and assessment procedures
  
• program implementation at a proficiency level
  
• working with other health professionals in the provision of wellness strategies
  
• health enhancing environments
  

Approaches to Teaching and Learning

This unit will be implemented using an experiential learning approach, problem based learning strategies will be employed, peer coaching strategies role modelled with some tutorial engagement. The common dimensions of wellness will first be measured and individual actual dimension scores and satisfaction scores will be evaluated. These will then be analysed and the motivational energy engines for behavioural change will be identified. The unit will make extensive use of web-based resources including audio/video recordings of specific wellness strategies. Where possible, problems/issues will be self selected and appropriate case studies will be employed. Interactions with other health professionals and clients will be staged in role play scenarios to provide their perspectives on the implications of the wellness development process.

Assessment

A variety of assessment procedures and subsequent personal communications feedback commonly used with enhancing wellness will be employed.Formative assessment will be provided through continual lecturer and peer feedback.

The tutorials and workshops will include exercises in preparation for the Oral presentation that will provide students with learning opportunities and feedback.

Assessment name: Discussion Forum
Description: Students will be evaluated on their expressive interpretation of the three concepts viz. Wellness, Well being and Quality of Life.
Relates to objectives: 2
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Progressive

Assessment name: Case Study
Description: Students will be evaluated on their knowledge and their display of proficiency to facilitate peer growth in peer stated dimensions in need of change.
Relates to objectives: 1, 2 & 3
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Progressive

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Travis, J.W. and Ryan, R. S. (2003). Wellness workbook: How to achieve enduring Health and Vitality (3rd Edition). Celestial Arts, California.

In addition to online materials, the following texts/articles are recommended:

Ardell, D. (1986). High level wellness : an alternative to doctors, drugs, and disease (Tenth anniversary i.e. 2nd ed.). Berkeley, Calif.: Ten Speed Press.

Ardell, D. (2005). What Does Wellness Offer That Most People, Especially Those Who Go On Diets, Lack?, Ardell Wellness Report (pp. 1): Ardell.

Bandura, A. (2005). The Primacy of Self-Regulation in Health Promotion. Applied Psychology, 54(2), 245-254.

Corbin, C. B., Lindsey, R., Welk, G. J., & Corbin, W. R. (2009). Concepts of Fitness and Wellness: A Comprehensive Lifestyle Approach (8th ed.). New York: McGraw-Hill.

Myers, J. E., Luecht, R. M., & Sweeney, T. J. (2004). The Factor Structure of Wellness: Reexamining Theoretical and Empirical Models Underlying the Wellness Evaluation of Lifestyle (WEL) and the Five-Factor WEL. Measurement and Evaluation in Counselling and Development, 00036(00004), 194-209.

Myers, J. E., & Sweeney, T. J. (2004). The Indivisible Self: An Evidence-Based Model of Wellness. Journal of Individual Psychology, 60(3), 234-244.

Myers, J. E., Sweeney, T. J., & Witmer, J. M. (2000). The wheel of wellness counseling for wellness: A holistic model for treatment planning. Journal of Counselling and Development : JCD, 78(3), 251.

National Wellness Institute. (2004). Testwell Online. Retrieved 30/12/05, 2005, from

Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive Psychology Progress : Empirical Validation of Interventions. American Psychologist, 60(5), 410-421.

Smith, B. J., Tang, K. C., & Nutbeam, D. (2006). WHO Health Promotion Glossary: new terms. Health Promotion International, 00021(00004), 340-340.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 27-Sep-2012