Health Promotion Plan for Bullying Essay

Health Promotion Plan for Bullying Essay
Bullying in high schools is a prevalent challenge whose adverse effects cut across various domains, including health, academic, and social. The Centers for Disease Control and Prevention (CDC, 2021) defines bullying as “any unwanted aggressive behavior (s) by another youth or group of youths, who are not siblings or current dating partners, that involves an observed or perceived power imbalance, and is repeated multiple times or is highly likely to be repeated.” It is crucial to note that aggressive behaviors manifest through physical, verbal, social/relational, technological, and damaging victims’ property. Since youths represent a vulnerable population pertinent to bullying, it is essential to consider causative and contributing factors that increase their susceptibility to aggressive behaviors or actions. Therefore, this health promotion plan expounds on potential strategies for preventing bullying among adolescents in high schools (14-19 years). Further, the plan identifies group disparities, characteristics, and contributing factors for bullying among youths.
Program Scenario and the Chosen Population
This health promotion plan includes ten high school students who have encountered bullying as victims or bystanders. The group entails diversities, including gender, ethnicity, race, age, physical abilities, and locations. For instance, 6 participants were Black Americans and Asian Americans, while 4 were Hispanics. Additionally, all participants are from relatively low-income families, and 2 of them have learning disabilities. The inclusion criteria for potential participants include past encounters with various forms of bullying, including cyber, physical, relational, and indirect attacks such as rejection, isolation, and exclusion.
Characteristics of the Population
As stated earlier, youths are susceptible to bullying due to the perception of power imbalances and differences in demographic and socio-economic diversities. Menesini & Salmivalli (2017) argue that ethnicity, age, and gender differences are profound factors for bullying because they create a sense of perceived power imbalances among youths. In this sense, youths with aggressive behaviors can achieve power or bully others by knowing victims’ vulnerabilities, including personal characteristics, family situation, learning problem, and appearance.

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Besides, sexual orientation also plays a significant role in determining an individual’s susceptibility to bullying. According to CDC (2021), nearly 40% of high school students who identify as lesbian, gay, or bisexual and approximately 33% of those unsure of their sexual identity experienced bullying at school or electronically in 2020. On the other hand, about 30% of female high school students encountered bullying and other aggressive behaviors compared to 19% of male counterparts. While these characteristics are determinants of bullying prevalence among high school students, our participants possess socio-economic and demographic diversities that render them ideal for the success of the health promotion plan.
Bullying Among Youths as a Healthcare Concern
It is valid to contend that bullying manifests via physical, emotional, relational, technological, and verbal aggressiveness. Physical bullying entails hitting, kicking, and tripping victims, while the verbal dimensions include defamation, teasing, and name-calling. On the other hand, relational or social bullying includes exclusion and peer rejection. Finally, cyberbullying is intentional and repeated harm via electronic media (Stives et al., 2021). Regardless of the nature of aggressive behaviors, the victims endure various adverse health effects, including physical injuries, self-harm, social and emotional distress, and increased risk of anxiety, sleep difficulties, withdrawal from social activities, and depression (CDC, 2021). For instance, bullying is a risk factor for suicide and self-harm ideations that lead to mortalities. Other health ramifications of bullying include mental and behavioral problems. As a result, it is essential to approach this problem from a healthcare perspective to prevent its consequences and effects on victims.
Group’s Potential Learning Needs
As noted earlier, our participants possess characteristics that increase their susceptibility to bullying and other aggressive behaviors while in high school. As healthcare professionals, we educate them about individual and collective strategies for preventing bullying. These preventive approaches include social-emotional learning mechanisms and capitalizing on the bystander role to confront aggressive behaviors and report bullying incidences. Our group members require education and mentorship to understand avoidance strategies, help-seeking, and emotion-focused measures to address bullying and prevent its adverse consequences. As a result, these priorities areas form the basis of our health promotion plan and represent the group’s potential learning needs.
Health Promotion Goals
We collaborated with our participants to develop individual and collective goals of the health promotion plan. It is essential to note that the health promotion plan for preventing bullying aims to empower participants to address future incidences of bullying by actualizing their bystander roles and adopting socio-emotional approaches such as recognizing and understanding other learners’ feelings and respecting diversities, and developing effective communication skills. Also, the plan encourages the demonstration of ideal strategies for preventing, managing, and resolving interprofessional conflicts in constructive ways to prevent incivility and aggressive behaviors in high schools. The agreed-upon goals for the plan include:

Applying effective communication skills when confronted with aggressive behaviors
Developing problem-solving, decision-making, and help-seeking skills in the event of bullying.
Reduce incidences of bullying by 10% by assuming the bystander role.
Use social awareness and interpersonal skills to maintain positive relationships with other learners.

Conclusion
Healthcare professionals are responsible for bolstering youths’ awareness and knowledge regarding ideal ways to prevent bullying. It is essential to note that bullying results in detrimental health effects such as physical injuries, self-harm ideations, distress, high risks of depression, and even death. Since our participants possess ideal characteristics and desire to prevent bullying in their respective high schools, it is vital to enhance their knowledge and awareness of excellent strategies for preventing bullying. Our health promotion initiative aims to develop participants’ social-emotional awareness communication competencies and bolster their courage to utilize their bystander roles to prevent aggressive behaviors.
References
Centers for Disease Control and Prevention. (2021, September 2). Preventing bullying. Retrieved March 3, 2022, from https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/fastfact.html
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22(sup1), 240–253. https://doi.org/10.1080/13548506.2017.1279740
Stives, K. L., May, D. C., Mack, M., & Bethel, C. L. (2021). Understanding responses to bullying from the parent perspective. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.642367
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• Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.
• Bullying.
• Teen Pregnancy.
• LGBTQIA + Health.
• Sudden Infant Death (SID).
• Immunization.
• Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).
As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).
It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.
What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.
What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.
References
Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html
U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 1: Analyze health risks and health care needs among distinct populations.
o Analyze a community health concern that is the focus of a health promotion plan.
• Competency 2: Propose health promotion strategies to improve the health of populations.
o Explain why a health concern is important for health promotion within a specific population.
o Establish agreed-upon health goals in collaboration with participants.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
o Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
o Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
Your Online ePortfolio
Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.
Using ePortfolio to Build Your Career
As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews. To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future. Next, create your story or talking points to tell your professional story.
Privacy Statement
Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.
Note: Assessment 1 must be completed first before you are able to submit Assessment 4.
Preparation
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern or health need. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).
You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).
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To prepare for the assessment, consider a various health concern or health need that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.
For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues or need from the list provided in the instructions.
In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.
Please choose one of the topics below:
• Bullying.
• Teen Pregnancy.
• LGBTQIA + Health.
• Sudden Infant Death (SID).
• Immunizations.
• Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
In addition, you are encouraged to:
• Complete the Vila Health: Effective Interpersonal Communications simulation.
• Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
• Review the MacLeod article, “Making SMART Goals Smarter.”
Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.
Instructions
Health Promotion Plan
• Choose a specific health concern or health need as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.
o Bullying.
o Teen Pregnancy.
o LGBTQIA + Health.
o Sudden Infant Death (SID).
o Immunizations.
o Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
• Create a scenario as if this project was being completed face-to-face.
• Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).
• Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.
• Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.
• Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
• Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).
• Identify the individual or group’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.
• Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.
Document Format and Length
Your health promotion plan should be 3-4 pages in length.
Supporting Evidence
Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
• Analyze the health concern that is the focus of your health promotion plan.
o Consider underlying assumptions and points of uncertainty in your analysis.
• Explain why a health concern is important for health promotion within a specific population.
o Examine current population health data.
o Consider the factors that contribute to health, health disparities, and access to services.
• Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
• Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
• Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
o Write with a specific purpose and audience in mind.
o Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.
• SCORING GUIDE
Use the scoring guide to understand how your assessment will be evaluated.
Health Promotion Plan Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Analyze a community health concern or need that is the focus of a health promotion plan. Does not identify a community health concern or need that is the focus of a health promotion plan. Identifies a community health concern or need that is the focus of a health promotion plan. Analyzes a community health concern or need that is the focus of a health promotion plan. Provides an in-depth analysis of a community health concern or need that is the focus of the health promotion plan, and articulates underlying assumptions and points of uncertainty in the analysis.
Explain why a health concern or need is important for health promotion within a specific population. Does not describe a health concern or need that is important for health promotion within a specific population. Describes a health concern or need that is important for health promotion within a specific population. Explains why a health concern or need is important for health promotion within a specific population. Conclusions are not supported by relevant or current health data. Explains why a health concern or need is important for health promotion within a specific population. Conclusions are well supported by current and relevant population health and demographic data and based on a perceptive analysis of the factors that contribute to health, health disparities, and access to services.
Establish agreed-upon health goals in collaboration with hypothetical participants. Does not establish agreed-upon health goals in collaboration with hypothetical participants. Establishes health goals without hypothetical participant collaboration. Establishes agreed-upon health goals in collaboration with hypothetical participants. Establishes agreed-upon health goals in collaboration with hypothetical participants. Goals are realistic, measurable, and attainable.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transitions. Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly. Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing. Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.
 
 
 
 

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