NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

Name

Capella university

NURS-FPX 4060 Practicing in the Community to Improve Population Health

Prof. Name

Date

Health Promotion Plan Presentation

Good day, everyone. My name is ——-, and I’m thrilled to welcome you to today’s presentation. Today, we will be exploring a vital health issue impacting a significant part of our community: bullying among children in California. Before we delve into a specific health promotion plan tailored for our target group, I would like to explain what a health promotion plan entails.

What is a Health Promotion Plan?

A health promotion plan is a strategic approach to enhance individuals’ well-being within a community. It includes various activities and interventions to reduce illnesses and promote healthier behaviors. Implementing such a plan can improve individual health outcomes and maintain the community’s health. This presentation focuses on addressing health impact of bullying on children particularly in California (McKenzie et al., 2022).

Agenda

The agenda for this presentation includes the following points:

– A plan specifically designed to address these unique health needs

– Achievements and future adjustments of our educational objectives

– Assessment of outcomes in alignment with Healthy People 2030 and potential future modifications

– Conclusion

The Plan Based on Health Needs

The plan is based on the specific identified health needs of the target individual, Maria, who is facing bullying in California. Maria’s health needs are intricately tied to her experiences with bullying, which have had profound effects on her well-being. As a 10-year-old Hispanic girl of Mexican descent residing in Los Angeles, California, Maria faces not only the distress of bullying but also contends with socio-economic challenges and language barriers. The verbal and social bullying she endures from her peers has left her grappling with diminished self-esteem and hindered academic performance. These adverse effects underscore the urgency of addressing her emotional and psychological health.

Given Maria’s family’s financial constraints and limited access to mental health resources, it’s imperative to prioritize interventions that are both accessible and culturally relevant. Her parents, who work tirelessly in low-income jobs, are deeply concerned about Maria’s emotional welfare and academic progress. However, the language barrier further complicates their ability to navigate the system effectively, hindering their efforts to seek appropriate support for their daughter. Through targeted health promotion efforts, we aim to equip Maria with the tools and support necessary to navigate bullying, improve her mental health, and ultimately enhance her overall well-being within the California population.

Establishing SMART Goals for the Target Individual

The following three SMART goals were developed for Maria by collaborating with her:

Maria will assertively communicate (Realistic) her feelings and set boundaries (Specific, Attainable) with peers engaging in bullying behavior, aiming to reduce her exposure to bullying incidents by at least 50% (Measurable) within one month (Time-bound) (Joseph & Kuperminc, 2020).
Maria will actively participate in weekly (Measurable) peer support group sessions (Attainable) at school (Specific), focusing on building resilience and developing strategies to cope with bullying (Realistic), aiming to attend every session for the next three months (Time-Bound) (Joseph & Kuperminc, 2020).
By the end of the educational session (Time-Bound) on bullying prevention and intervention (Attainable), Maria will demonstrate understanding (Realistic) by identifying and discussing three (Measurable) specific coping strategies (Specific) to address bullying. These strategies will enhance her ability to navigate challenging social situations effectively.

Educational and Teaching Session Presentation

To achieve our goals, we engaged Maria and her peers in interactive and age-appropriate activities designed to teach them about bullying and how to cope with it. The educational session covered four main areas: understanding bullying, recognizing bullying, coping strategies, and communicating assertively. Firstly, the session focused on understanding bullying by explaining the different types: verbal, social, physical, and cyberbullying. Using simple language and relatable examples, we helped the children grasp what constitutes bullying. We also discussed possible reasons behind bullying, such as insecurity and the desire to feel powerful, to provide a broader context and foster empathy.

Next, we taught the children to recognize signs of bullying in themselves and others. This segment included role-playing scenarios to help them identify bullying behaviors effectively. By recognizing these signs, the children became better equipped to address bullying when they encountered it. The third part of the session introduced various coping strategies. We encouraged the children to seek support from trusted adults, such as teachers, parents, or counselors and practiced asking for help through role-playing exercises. Additionally, we taught simple relaxation techniques, such as deep breathing and mindfulness, and practiced these techniques together as a group. The final section focused on communicating assertively. We taught the children how to express their feelings clearly and respectfully and used role-playing to practice setting boundaries with peers. These exercises aimed to empower children to stand up for themselves and others in a constructive manner.

The Attainment of Health Goals

In assessing the outcomes of the educational session aimed at addressing Maria’s health goals in combating bullying, the evaluation revealed successes and areas for improvement. By the end of the educational session, Maria and her peers showed an adequate understanding of bullying and its types and causes. They also showed an understanding of recognizing signs of bullying. By the end of the educational session, Maria attained a partial understanding of combating bullying, where she identified and discussed two of three specific coping strategies. This calls for revisions in future educational sessions for enhancement in session delivery and comprehension.

Additionally, Maria’s progress in assertively communicating her feelings and setting boundaries with peers shows promise, with a 30% reduction in exposure to bullying incidents within the designated timeframe, albeit falling short of the targeted 50%. This suggests a positive trajectory in her assertiveness skills, though further support is needed to reach the desired reduction goal. Moreover, Maria’s active participation in weekly peer support group sessions demonstrates commendable commitment, surpassing the attendance expectations by engaging in 80% of the sessions over three months. This consistent involvement reflects her dedication to building resilience and coping strategies, contributing positively to her well-being.

Need for Revisions

During the session, Maria demonstrated understanding by identifying and discussing two specific coping strategies: seeking support from trusted adults and practicing relaxation techniques such as deep breathing or mindfulness exercises. However, she struggled to grasp the third coping strategy, which involves fostering empathy and understanding towards bullies.

To enhance Maria’s comprehension and discussion of this third coping strategy, future educational sessions could emphasize the importance of empathy and compassion in addressing bullying behavior. Activities could include group discussions exploring the potential reasons behind bullying, such as insecurity or personal struggles, and brainstorming ways to respond with empathy rather than retaliation. Maria could benefit from guided reflection during these discussions to help her consider alternative perspectives and develop empathy toward those who bully others (Salavera et al., 2021).

Additionally, incorporating storytelling or role-playing exercises that highlight the impact of empathy in diffusing conflict and promoting positive relationships could reinforce Maria’s understanding and encourage her to approach bullying situations with empathy and understanding (Bagès et al., 2020). By tailoring the session to address Maria’s specific learning needs and providing opportunities for reflection and perspective-taking, she can develop a deeper understanding of empathy and its role in fostering a supportive and inclusive school environment.

Healthy People 2030 Goals on Reducing Bullying among Children

Healthy People 2030 provides a framework for improving the health and well-being of all Americans, including addressing disparities in health outcomes among diverse populations. The following three goals from Healthy People 2030 are relevant to bullying in children and align with the context of the educational session conducted for Maria:

Increase the proportion of children and adolescents who get preventive mental health care in School (U.S. Department of Health and Human Services, n.d.).
Promoting early screening intervention can reduce anxiety in children and adolescents (U.S. Department of Health and Human Services, 2022).
Promote violence Prevention: School-Based Anti-Bullying Interventions (U.S. Department of Health and Human Services, 2021).

Evaluation of Outcomes in the Light of Healthy People 2030 Goals

The educational session successfully raised awareness among students and staff about the importance of preventive mental health care, which aligns with the goal of Healthy People 2030, which is to acquire mental health care in schools. Maria was informed about the mental health services available at her school, but the session did not track whether she or other students utilized these services post-session. Partial progress was made towards this objective. Awareness was raised, which is the first step, but the actual engagement with preventive mental health care services was not measured. The session introduced the importance of screening for anxiety and its role in managing the adverse effects of bullying, aligning with the Healthy People 2030 goal to reduce stress among children and promote enhanced combatting against bullying.

However, no structured implementation of regular anxiety screening processes within the school environment was implemented. Limited progress was made towards this objective. While the concept of anxiety screening was introduced, the lack of a structured process means that students who might benefit from early detection of anxiety are not being systematically identified.

The session effectively implemented components of school-based anti-bullying interventions. Students, including Maria, were educated on the consequences of bullying and strategies to cope with it, aligning with the Healthy People 2030 goal of promoting violence prevention. Maria showed partial attainment of coping strategies and actively participated in peer support groups. Significant progress was made towards this objective. The educational session’s components, such as promoting empathy and resilience-building activities, were well-received. Maria’s participation in peer support groups and her ability to identify and discuss coping strategies reflect positive outcomes.

Need for Revisions

To better align future educational sessions with Healthy People 2030 goals for bullying prevention and improving mental health, several revisions are necessary. First, implement a follow-up mechanism to track student utilization of mental health services, ensuring awareness translates into engagement (Elbedour et al., 2020). Integrate routine anxiety screenings into school health protocols, training staff to conduct these screenings and provide timely support (Mangione et al., 2022). Enhance collaboration with school counselors and mental health professionals to encourage and facilitate service use through workshops and accessible communication channels. Incorporate more interactive elements, such as role-playing and scenario-based learning, to help students practice anti-bullying behaviors.

Expand empathy and resilience-building activities using storytelling, group projects, and reflective exercises tailored to students’ needs (Bagès et al., 2020). Finally, establish a structured follow-up process to assess long-term effectiveness, using surveys and regular assessments to gather feedback and adjust the program accordingly. These revisions will foster a safer and more supportive environment for all children and align with goals of Healthy People 2030 on the prevention of bullying violence.

Conclusion

In conclusion, the educational session for Maria made significant strides in addressing bullying by raising awareness about preventive mental health care, introducing anxiety screening, and implementing anti-bullying interventions. While Maria showed progress in assertiveness and participation in support groups, further improvements are needed. Future sessions should include collaboration with mental health professionals, routine anxiety screenings, and more interactive elements to enhance effectiveness. By refining these strategies, we can better align with Healthy People 2030 objectives, ultimately creating a safer and more supportive environment for all children. Thank you for your attention.

References

Bagès, C., Hoareau, N., & Guerrien, A. (2020). Play to reduce bullying! Role-playing games are a useful tool for therapists and teachers. Journal of Research in Childhood Education, 1–11. https://doi.org/10.1080/02568543.2020.1810834

Elbedour, S., Alqahtani, S., El Sheikh Rihan, I., Bawalsah, J. A., Booker-Ammah, B., & Turner, J. F. (2020). Cyberbullying: Roles of school psychologists and school counselors in addressing a pervasive social justice issue. Children and Youth Services Review, 109, 104720. https://doi.org/10.1016/j.childyouth.2019.104720

Joseph, H. L., & Kuperminc, G. P. (2020). Bridging the siloed fields to address shared risk for violence: Building an integrated intervention model to prevent bullying and teen dating violence. Aggression and Violent Behavior, 55, 101506. https://doi.org/10.1016/j.avb.2020.101506

Mangione, C. M., Barry, M. J., Nicholson, W. K., Cabana, M., Coker, T. R., Davidson, K. W., Davis, E. M., Donahue, K. E., Jaén, C. R., Kubik, M., Li, L., Ogedegbe, G., Pbert, L., Ruiz, J. M., Silverstein, M., Stevermer, J., & Wong, J. B. (2022). Screening for anxiety in children and adolescents. JAMA, 328(14), 1438. https://doi.org/10.1001/jama.2022.16936

McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2022). Planning, implementing and evaluating health promotion programs. In Google Books. Jones & Bartlett Learning. https://books.google.com/books?hl=en&lr=&id=2Bh1EAAAQBAJ&oi=fnd&pg=PP1&dq=health+promotion+plan&ots=U3pr1rI-ar&sig=S3wBtYEd6paIUTyuALTpoylg06o