Promoting Wellness and Resilience Essay

This paper deals with promoting wellness and resilience for separates with expert and developmental disabilities (IDD). First, a model of wellness and resiliency is presented. Then, recommended intervention activities that promote resilience and wellness argon discussed. Lastly, cake and education activities ar proposed.Wellness and resiliency ModelStudies on wellness and resilience models among individuals with IDD come out non-existent and very few have been written rough counseling methodology. Most focus on a cognitive-behavioral approach to psychotherapy (CBT). Therefore, a paradigm mustiness be created that combines CBT and an evidence-based model of wellness. Myers, Sweeney, and Witmer (2000) define wellness as a way of life oriented toward optimal health and well-being, in which body, mind, and spirit are integrate by the individual to live life more fully within the human and natural community. Ideally, it is the best state of health and well-being that each in dividual is capable of achieving (p. 252). resiliency refers to positive adaptation, or the skill to maintain or regain mental health, condescension experiencing adversity (Herrman, Stewart, Diaz-Granados, Berger, Jackson, Yuan, 2011, p. 259). Myers and Sweeney (2005) created a model of wellness called The undividable Self which is based on Adlerian principles. This model delineates quint areas of wellness physical, essential, social, act, and creative.Physical well-being is further dissever into two areas exercise and nutrition. Essential wellness is dispirited down into four components un whoremasternyity, self-care, sexuality indistinguishability, and cultural identity. affable felicity is divided into two breaks experience and hit the hay. Coping is divided into four aspects realistic beliefs, emphasize management, self-worth, and leisure. Creative fitness is broken down into five-spot elements thinking, emotion, control, positive humor, and work (Myers and Sween ey, 2005). Recommended Intervention Activities That move on Resilience and Wellness Asthe IDD population tends to be of dismay socioeconomic status (as adults), placed in residential facilities, and highly medicated, physical health is a racy component of overall wellness. Physical fitness passel be maintained done exercise programs. A community-based program described by Lante, Walkley, Gamble, and Vassos (2011) tind health and psychosocial benefits to participants. In the area of essential wellness, spirituality plays an important part in the lives of most.IDD individuals should be allowed to attend worship serve or participate in other activities cultivating the spiritual nature. Watts (2011) proposes utilization of Special Religious Education for slew with a Developmental Disability (SPRED), defined as symbolic catechesis where formal instruction is supplemented or wholly replaced by visual, aural, sensory, and physical stimuli (p. 237). In the area of self-care, indivi duals deal be taught tasks to their fullest level of independence. Gender identity do-nothing be explored through modified sex-education curriculums exemplified by The Facts of biographyand More by Walker-Hirsch (lesliewalker-hirsch.com, 2014). Social well-being is a necessary component of wellness among those with IDD. Friendship and love are very possible and should be encouraged. conjunction groups, such(prenominal) as The Gathering Place and Pathfinders, provide a venue and activities for the population (welcometowesley.com, 2014 gracenc.org, 2014). Dating sites such as Special Bridge provide access for individuals with IDD a chance to meet and date others with IDD (specialbridge.com). CBT understructure be utilized to help disabled individuals in the area of coping. Irrational beliefs preempt be explored and replaced with more than realistic views. Stress management techniques trick be taught.Self-worth can be explored and improved (Lee, 2004). Leisure skills and intere sts can be explored and improved upon through systematic examination and development (Kreiner and Flexer, 2009). Creative fitness can be cultivated through activities that involve thinking, particularly sarcastic thinking. Handling emotions and controlling behavior can be taught via dialectical behavioral therapy (DBT) (Rizvi, Steffel, and Carson-Wong, 2013). Work needs can be met through sheltered, supported, and/or competitive employment. In North Carolina, the Division of Vocational Rehabilitation provides work and referrals to service providers (ncdhhs.gov/dvrs, 2014).Proposed Prevention and Education ActivitiesEducation and prevention can focus on training individuals, families, caretakers, and installing staff. If those who are in contact with the population passing(a) can be educated as much as possible, the level of wellness and resilience in persons with IDD should increase. IDD clients can submit about healthy ingest and exercise through objective plans adjusted for surgical procedure level. For instance, individuals with autism can read a social explanation (The Gray Center, 2014). Individuals, families and staff can be adept on proper nutrition by registered dietitians who can develop meal plans (American Dietetic Association, 2009).The importance of gender and sex education, spirituality, and cultural identity can be taught to those working with people with IDD. Gender and cultural identity and sex education can be taught to individuals with IDD through modified curriculums or incidental learning. Social skills, coping mechanisms, and creative pursuits can be taught to individuals. Families and facilities can learn what coping mechanisms are effective for clientele.Identified Strategies to Promote Community ResourcesFamilies in particular can be directed to community resources. Many resources exist for individuals with IDD. Brochures, knowledge about service providers, and government resources can be given to families and higher-functioni ng individuals. Providing links to websites for organizations such as The kink and managed care organizations such as Coastal distribute can be a good head start place (thearc.org, 2014 coastalcarenc.org, 2014).ReferencesBeange, H., & Lennox, N. (1999). Health targets for people with an intellectual disability. journal of Intellectual & Developmental Disability, 24(4), 283. Retrieved from http//ezproxy.library.capella.edu/login?url=http//search.ebscohost.com.library.capella.edu/login.aspx?direct= veritable&db=aph&AN=2731367&site=ehost-live&scope=site The crowd place. (2014). Retrieved May 18, 2014, Retrieved from http//welcometowesley.com/connect/special-needs/ The gray center What are social stories. (2014). Retrieved May 18, 2014, Retrieved from