Speaking the Language of Wellbeing

April 17-20, 2024

Phoenix, Arizona

Presenters

• Kevin George
• Director, Rowan University
• Greg Reinhardt, Ed.D.
• Associate Director, University of Washington
• Marti Tomlin, Ed.D.
• Director, University of Richmond

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NIRSA Health & Wellbeing Taskforce, 2.0

Ensuring NIRSA continues to be a driving force in an

integrated approach to health & wellbeing.

Resources the HWB Taskforce provides NIRSA members:

1. Recreation for Wellbeing Course
2. Promising Practices
3. Wellbeing Briefing
4. NIRSA Wellbeing Survey
5. Wellbeing In Higher Education Week
6. Wellbeing Repository

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Learning Outcomes

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After the session, participants will be able to connect health, wellbeing and wellness language to recreational activities.

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After the session, participants will be able to identify tools to engage in discussions using various terminology.

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After the session, participants will be able to describe health, wellbeing and wellness as unique concepts.

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Student Affairs

Certification Continuing Education Credits

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This session is eligible for 1 CE credit:

• Core
• Campus Rec Specialty

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*To earn credits, submit session evaluations in the Pheedloop Event App. Please note that some sessions may be eligible for more than one credit type, however you may only receive one credit type per session. You may self-select which type of credit you would like to receive by answering the optional first question in the survey.

“By focusing on the whole — the �whole person, the whole educational experience, the whole institution, the whole community — well-being becomes a multifaceted goal and a shared responsibility for the entire campus.”

Health & Wellbeing:

A commitment to student success

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www.nirsa.org/hands-in

How are YOU feeling today on the last day of conference?? (Can submit multiple answers)

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1. Understanding Terms!

After the session, participants will be able to describe health, wellbeing and wellness as unique concepts.

April 17-20, 2024

Phoenix, Arizona

Level-Setting �our Terms�

• Health: A state of complete physical, social and mental well-being, and not merely the absence of disease or infirmity
• Wellness:
• Individually focused
• Balance of dimensions
• Wellbeing: Systems & Settings
• The individual within their context
• Community, holistic, systems, integrated, & culture
• Considers natural & built environment

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Wellness & Wellbeing

Other Wellbeing �Terms

• Thriving - To Grow, Develop, or Be Successful
• Flourishing - Complete Mental Health with High Levels of Wellbeing - Filled with positive emotion & functioning well psychologically & socially
• Languishing - Incomplete Mental Health - “Joyless & Aimless”
• Resilience: Process & outcome of successfully adapting to difficult or challenging life experiences, especially through mental, emotional, and behavioral flexibility and adjustment to external and internal demands.

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https://www.linkedin.com/pulse/languishing-flourishing-new-terms-complete-state-mental-dr-suzy-green/

Inter-association �definition of wellbeing

Individual wellbeing

Community wellbeing

• Subjective: People feel good and think their lives are good

• Objective: People have their basic human rights/needs met

• Civic: Acting on community- supported values and contributing to community

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• More than just sum of individuals

• Subjective: Collective feeling & perception

• Objective: Systems, structures, practices, values, policies, environment

Examples: Connect to �Your Life Experience

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Examples: Outdoors

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Let’s Discuss!

• Think, Pair, Share

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1. What is a wellness initiative on your campus?
2. What is a wellbeing initiative on your campus?

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2. Identify Tools!

After the session, participants will be able to identify tools to engage in discussions using various terminology.

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April 17-20, 2024

Phoenix, Arizona

Wellbeing Instruments

SWISS

• $2,500
• Student perception of institutional support for wellbeing
• Student lens with additional recreation questions

WISHES

• Provides institutions with data for norms, structures and processes
• Free, short and helps with survey fatigue

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ANEW

Repository

Validation Paper

Cost

Description

Permissions

Pros/Cons

Recommendations

Value

Link/Website

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Instrument:

Oakland University

• Oakland University “The Student Well-being Institutional Support Survey (SWISS) was a good survey to help us confirm and demonstrate what we already knew and it did give us insight into a variety of areas campus- wide. In particular, the SWISS results were useful in understanding how students get their information and access resources on campus."

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Frameworks

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CAS Cross-Functional Framework

• Guides the design of cross-functional teams
• Addresses “health, wellbeing, flourishing and thriving”

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Okanagan Charter

• Embed health across administration, operations and academics
• Health promotion locally and globally

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Framework:

University of Alabama at Birmingham

• University of Alabama at Birmingham

“As students, it is paramount that we feel seen, valued, and supported holistically by our university. Attending a university that is openly committed to prioritizing and protecting all dimensions of our health gives us confidence in knowing that we are seen as individuals rather than statistics. UAB has a campus-wide culture of promoting all aspects of health and well-being. That culture facilitates students being more open and proactive about addressing health issues as they arise."

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• Jasmine Benjamin, Graduate Student Government President

UAB Health Promoting Initiatives

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• UAB Cares & UAB Sustainability
• Office of DEI & Office of Student Affairs
• Live HealthSmart Alabama
• Minority Health & Health Disparities Research Center
• Birmingham’s Health District & smoke free ordinance
• Blazer Core Curriculum: Students impact to the world
• Institute for Human Rights
• Sustainable Smart Cities Research Center
• Center for Exercise Medicine

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Model: WHO

WHO Health Promotion �Glossary of Terms

• Intentionally concise
• Notes of explanation
• Draws upon wide range of disciplines

Determinants of health - the range of personal, social, economic & environmental factors that determine the health life expectancy of individuals and populations

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https://www.researchgate.net/figure/WHO-framework-of-social-determinants-of-health-World-Health-Organization-WHO-2010_fig1_233539684

WHO Model: University of Washington

• Income and access to resources: promote Student Recreation Fund and 400+ student employment opportunities
• Access to appropriate health services: access to facilities such as IMA 355 days a year, 7 days a week; access to services such as intramurals, climbing center, massage therapy, and boat & equipment rentals at rates significantly less than that in Seattle community
• Strengthen Personal Health Skills for Health: access to UWild field, climbing programs, personal training, nutrition, meditation, fitness & wellness classes, Rec Clubs, and Martial Arts/Sports Skills classes at rates significantly less than that in Seattle community

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Model:

Socio-Ecological

Socio-Ecological Model

• Consider complex interplay �between factors
• Suggests it is necessary to act across multiple levels at the same time

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Socio-Ecological Model: Oakland University

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After hearing about the tools, rank which resources you feel would be most impactful for your campus/work.

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Click Present with Slido or install our Chrome extension to activate this poll while presenting.

3. Let’s connect it all!

After the session, participants will be able to connect health, wellbeing and wellness language to recreational activities

April 17-20, 2024

Phoenix, Arizona

Health & Wellbeing Taskforce:

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Tools for Talking the Talk of Wellbeing

• Recreation for Wellbeing Course
• Promising Practices
• Wellbeing Briefing
• NIRSA Wellbeing Survey
• Inter-association Wellbeing Work

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Recreation for Wellbeing Course

Purpose:

• Invite recreation staff and non-NIRSA member to build from a shared definition to a department or campus-wide action plan for systemic change

Structure:

• Eight week course with four live virtual modules offered bi-weekly
• Expectations of readings, homework, and deliver action project
• Recorded modules for those that missed the live session

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4 modules, 8 weeks

20+ unique classifications

That’s a lot of participants

360 wellbeing immersive minutes

Hundreds of schools; hundreds of specialties

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Promising�Practices

University of Minnesota

Transforming through systemic change in EDI and wellbeing

University of Richmond

Using both campus-specific data and national data to foster campus-wide change

Rowan University

"Rowan Thrive Well-Being initiative", shares writing a wellbeing white paper, various partnerships, and creating a sustainable framework.

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UC San Diego

Integral relationship between Counseling and Psychological Services (CAPS) and Recreation.

UC Colorado Springs

Built an integrated model that thrives through academic and cross-campus partnerships and interdisciplinary collaboration.

Oakland University

Healthiest Campus for Michigan initiative, including details about external partnerships and utilizing participation data.

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Wellbeing Briefing

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The goals of this digest are to communicate collective work in the wellbeing field;

share research; connect members to existing wellbeing resources, tools, and surveys; � and communicate training and development opportunities in the wellbeing space.

• Gallup workplace stress data
• NASPA research on student & employee mental health
• Steps to Leaps at Purdue University
• Butler’s SWISS tool
• ACHA’s Standards of Practice for Health Promotion in Higher Education
• Sacramento State’s focus on wellbeing within student development

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NIRSA Wellbeing �Survey

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• Share NIRSA-specific data on student wellbeing concerns on campus
• Demonstrate education gap trends to advocate for development
• Show the industry need for resources to advance wellbeing
• Identify the need for storytelling with recreation data

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Inter-association Wellbeing Work

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• Engage others in Wellbeing for Higher Education week
• Inter-association definitions and commitment to student success
• Identify other governing organizations and connect with those campus units

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Recreation’s Impact to �Wellbeing��From Rowan University�Campus Recreation

• Campus Recreation has helped me keep a constant in my life. I'm able to see my friends at least every other day despite my busy schedule and I can stay healthy & active.
• Allowed me to meet more friends and become more self aware of overall health �of the rest of my family.
• It has allowed me to interact with new and other students, develop friendships, & maintain my health.
• Campus Rec also gives me stuff to do with my friends.It motivates me to stay healthy amidst my academics & being away from home. Going to the gym not only helps me physically feel good about myself, but mentally as well.

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• It's a good way to meet people and be healthy. It has allowed me to interact with new & other students, develop friendships, �& maintain my health.
• I have become more confident in working out. I don’t feel scared of the gym anymore & don’t feel judged for trying to become healthier.
• It's a good way to meet people and be healthy It has allowed me to interact with new & other students, develop friendships, and maintain my health.

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This definition is about integration with a central focus on systems and settings

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What framework is for health promoting colleges and universities?

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This part of the Health & Wellbeing Task Force highlights campus recreation best practices.

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What is YOUR elevator speech for how YOU are contributing to moving wellbeing forward on YOUR campus?

• Think/pair/share
• After your intro - share what have you done or plan to do to incorporate wellbeing into your area or staff?
• Is an elevator speech and sales pitch the same?

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What examples or specific ways can you connect wellbeing with rec activities?

Who’s Job Is Wellbeing?

Well-Being...Who’s Job Is It?

This is a little story about four people named Everybody, Somebody, Anybody, and Nobody.

There was an important job to be done, “well-being” & �Everybody was sure that Somebody would do it.

Anybody could have done it, but Nobody did it.

Somebody got angry about that because it was Everybody's job.

Everybody thought that Anybody could do it, but Nobody realized that Everybody wouldn't do it.

It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done.

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Thank You!

Any questions or feedback?

You can find us at:

• Kevin: georgek@rowan.edu
• Greg: greinuw@uw.edu
• Marti: mtomlin@richmond.edu�

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Please provide session feedback!