Health Promotion Plan Essay
Health Promotion Plan Essay
Health Promotion Plan Essay
Mental Health Issues Among LGBTQ
Mental Health Issues Among LGBTQ+ Individuals
Mental health is a critical aspect of overall health and well-being. It affects a person’s ability to function, cope with stress, and enjoy life. However, individuals who identify as lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) often experience a higher risk of developing mental health disorders, such as depression, anxiety, and suicidal ideation, compared to the general population (Newman et al., 2021). This essay aims to explore the scientific evidence for the increased risk of mental health issues among LGBTQ+ individuals, specifically focusing on the impact of discrimination, stigma, and lack of social support.
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Miss J is a transgender woman of color who was assigned male at birth. She grew up in a conservative, religious family in a small rural town in the southern United States. Due to the lack of resources and support for LGBTQ+ individuals in her area, she struggled with understanding and accepting her gender identity. However, she eventually began to transition and started living as a woman in her mid-20s.
Currently, she works at a local grocery store but faces employment discrimination and harassment from some of her coworkers and customers. She also faces challenges accessing healthcare and mental health services due to the lack of resources and LGBTQ+ competent providers in her area. Additionally, she faces discrimination and harassment in public spaces, such as bathrooms and public transportation, which impacts her ability to live her life authentically.
LGBTQ Demographic Data
LGBTQ+ populations in the USA have diverse lifestyles and can be found in all geographic locations. Paceley (2020) states that LGBTQ+ individuals are more likely to live in urban areas compared to rural areas due to the greater social acceptance and support found in urban areas for LGBTQ+ individuals. The age demographics of the LGBTQ+ community are also diverse, with individuals of all ages identifying as LGBTQ+. According to Paceley (2020), younger individuals are more likely to identify as LGBTQ+ compared to older individuals. In terms of race and ethnicity, the LGBTQ+ community is also diverse. The LGBTQ+ population includes individuals from various racial and ethnic backgrounds, including African Americans, blacks, whites, Hispanics, and Native Americans. However, Arlee et al. (2019) found that LGBTQ+ individuals who identify as racial and ethnic minorities face additional challenges, such as discrimination and stigma, which can impact their mental and physical health.
The LGBTQ+ community is diverse in terms of gender and marital status. The marital status of LGBTQ+ individuals can vary widely, with some individuals being single, in a relationship, or married. LGBTQ+ individuals may experience economic disparities compared to the general population. For example, LGBTQ+ individuals may be more likely to live in poverty or experience homelessness compared to non-LGBTQ+, according to a study by Gutterman (2023). Additionally, LGBTQ+ individuals may face barriers to accessing education and employment opportunities due to discrimination and stigma, in addition to experiencing employment discrimination and harassment, which can impact their mental health and overall well-being (Center for American Progress, 2020).
Characteristics of Miss J as an LGBTQ
The chosen hypothetical individual is a transgender woman of color who is living in a rural area in the United States. Miss J’s characteristics and circumstances are relevant to the LGBTQ+ population as transgender individuals, especially those who identify as people of color, face unique challenges and barriers that can impact their mental and physical health.
Relevance to the Targeted Population
The characteristics of Miss J are relevant to the LGBTQ+ population as transgender individuals, especially those who identify as people of color, face unique challenges and barriers that can impact their mental and physical health. According to a report by the National Center for Transgender Equality, transgender individuals face high rates of discrimination, violence, and harassment in various areas of their lives, including education, employment, healthcare, and public spaces (Warner & Mehta, 2021). Additionally, transgender individuals who identify as people of color face higher rates of discrimination and violence compared to their white counterparts. Living in a rural area can exacerbate these challenges as LGBTQ+ resources and support are often limited in these areas. A study by Choi and Wilson (2019)) found that LGBTQ+ individuals living in rural areas experience higher rates of poverty, food insecurity, and lack of access to healthcare compared to those living in urban areas.
Why LGBTQ Population Is Predisposed to Mental Health Challenges
The LGBTQ+ population is predisposed to health concerns, including mental health disorders such as depression, anxiety, and suicidal ideation (Ren et al., 2022). These health concerns are primarily due to the discrimination, stigma, and lack of social support the LGBTQ+ community often faces. Discrimination and stigma can lead to internalized homophobia or transphobia, which can negatively impact an individual’s mental health. The lack of social support also leads to social isolation and feelings of loneliness, which can also contribute to mental health disorders. Additionally, transgender individuals, especially those who identify as people of color, face unique challenges that can impact their physical and mental health. These challenges include limited access to healthcare and mental health services, discrimination and violence in public spaces, and employment discrimination.
A health promotion educational plan can benefit the LGBTQ+ population by providing education and resources to address these challenges and promote well-being. Education on mental health, coping strategies, and available resources can help individuals better manage their mental health concerns and access appropriate care (Inderstrodt et al., 2019). Teaching the LGBTQ population how to navigate healthcare and insurance systems can also help individuals access necessary medical and mental health services. Furthermore, a health promotion educational plan can help raise awareness of the unique challenges that transgender individuals face, especially those who identify as people of color. This awareness can lead to increased support and advocacy for policies and practices that promote equality and well-being for the LGBTQ+ community (Inderstrodt et al., 2019).
LGBTQ and the Development of a Sociogram
In developing a sociogram for Miss J, a transgender woman of color living in a rural area, it is essential to consider various factors that can impact her health, including social, economic, cultural, genetic, and lifestyle behaviors. The sociogram can help identify and visualize the individual’s social network, support systems, and potential barriers to accessing healthcare and mental health services.
Social factors that may impact Miss J’s mental health include discrimination, stigma, and lack of social support. These factors can lead to social isolation and feelings of loneliness, which can contribute to mental health disorders. In the sociogram, it is important to identify individuals or groups that provide social support, such as friends, family members, or members of the LGBTQ+ community (Giacomucci, 2021). Additionally, identifying potential sources of discrimination or harassment, such as coworkers or community members, is also important.
In the sociogram, it is important to identify Miss J’s employment status, including any employment discrimination or harassment. Additionally, it is important to identify any financial barriers to accessing healthcare and mental health services. Cultural factors, such as religious beliefs or cultural norms, also impact an individual’s acceptance and understanding of their gender identity. In the sociogram, it is important to identify any cultural or religious affiliations that may impact Miss J’s mental health and access to healthcare. Genetic factors also play a role in an individual’s mental health and physical health; therefore, it is important to identify any family history of mental health disorders or physical health conditions that may impact Miss J’s health.
Lifestyle behaviors such as substance use, diet, and physical activity can impact an individual’s health. In the sociogram, it is important to identify any lifestyle behaviors that may contribute to the individual’s health concerns and to identify potential sources of support or resources to promote healthy behaviors. In developing an educational plan, the sociogram can help identify potential sources of support and barriers to accessing healthcare and mental health services. The educational plan can address these factors by providing education and resources to promote social support, financial assistance, cultural competency, and healthy lifestyle behaviors. The sociogram can also help identify potential partners and stakeholders in the community to collaborate with in promoting the well-being of the LGBTQ+ population, particularly those who face intersectional challenges.
LGBTQ Learning Needs and SMART Goals
Miss J, a transgender woman of color living in a rural area, has learning needs related to her mental and physical health, including education on coping strategies for stress and anxiety, information on available mental health resources, navigating the healthcare system, and strategies for healthy lifestyle behaviors (Cor, 2019). Additionally, the LGBTQ can benefit from education on advocacy and self-empowerment to help them navigate discrimination and harassment.
To collaborate on SMART goals for the education session, a community health nurse needs to engage Miss J in identifying her specific learning needs and goals. The SMART goal for the education session of Miss J is:
Specific: To learn coping strategies for managing stress and anxiety related to discrimination and harassment.
Measurable: Identify and implement two coping strategies within one month.
Achievable: Attend a mental health support group or individual counseling sessions to develop and practice coping strategies.
Relevant: Coping strategies will help Miss J. manage mental health concerns related to discrimination and harassment.
Time-bound: Achieve learning of coping strategies for managing stress and anxiety related to discrimination and harassment within one month.
Additionally, involving Miss J in the goal-setting process can help increase her engagement and motivation to implement what they learn in the education session.
LGBTQ’s Current Behaviors and Expectations for this Educational Session
LGBTQ can engage in behaviors that contribute to their health concerns, such as lack of exercise, poor nutrition, and social isolation. To address these behaviors and promote positive health outcomes, the educational session ought to focus on providing education and strategies for healthy lifestyle behaviors, social support, and community engagement. Clear expectations for the educational session include active participation and engagement from Miss J, willingness to learn and implement new strategies, and openness to receiving support and feedback (Goldhammer et al., 2019). Suggestions for how Miss J’s needs can be met include providing education on the benefits of healthy lifestyle behaviors, such as regular exercise and balanced nutrition, and practical strategies for incorporating these behaviors into daily life. Additionally, strategies for social support and community engagement can be provided, such as connecting with local LGBTQ+ organizations and support groups.
Health promotion goals for Miss J include;
- Increase physical activity: engaging in 30 minutes of moderate physical 4 days a week.
- Improve nutrition: Increase intake of fruits and vegetables to five servings per day and reduce intake of processed and high-fat foods.
- Increase social support: Attend at least one LGBTQ+ support group or event per month.
- Improve mental health: Practice daily mindfulness exercises to reduce stress and increase overall well-being.
By setting specific goals and providing strategies for achieving them, the educational session can help the individual make sustainable changes to their lifestyle and improve their overall health and well-being.
Conclusion
It is essential to recognize the unique challenges faced by members of the LGBTQ+ community, including discrimination, stigma, and lack of access to healthcare. Health promotion and education can help to address these challenges and improve the overall health and well-being of individuals and groups within the LGBTQ+ community. By continuing to develop and implement tailored health promotion and education plans, we can promote positive health outcomes and create a more equitable and inclusive healthcare system
References
Arlee, L., Cowperthwaite, R., & Ostermeyer, B. K. (2019). Facing stigma and discrimination as both a racial and a sexual minority member of the LGBTQ+ community. Psychiatric Annals, 49(10), 441–445. https://doi.org/10.3928/00485713-20190910-02
Center for American Progress. (2020). The state of the LGBTQ community in 2020. Center for American Progress. https://www.americanprogress.org/article/state-lgbtq-community-2020/
Choi, S. K., & Wilson, B. D. M. (2019). LGBT POVERTY IN THE UNITED STATES A study of differences between sexual orientation and gender identity groups. Escholarship.org. https://escholarship.org/content/qt37b617z8/qt37b617z8_noSplash_4b0b58d8b1dc638982abf3279abda10e.pdf
Cor, D. N. (2019). LGBTQ Fishbowl. In Social Justice and Advocacy in Counseling (1st Edition, pp. 70–77). Routledge. https://doi.org/10.4324/9781315180687-20
Flanders, C. E., Shuler, S. A., Desnoyers, S. A., & VanKim, N. A. (2019). Relationships between social support, identity, anxiety, and depression among young bisexual people of color. Journal of Bisexuality, 19(2), 253–275. https://doi.org/10.1080/15299716.2019.1617543
Giacomucci, S. (2021). Sociometric social work with communities. In Social Work, Sociometry, and Psychodrama (pp. 345–371). Springer Singapore. https://doi.org/10.1007/978-981-33-6342-7_18
Goldhammer, H., Krinsky, L., & Keuroghlian, A. S. (2019). Meeting the behavioral health needs of LGBT older adults. Journal of the American Geriatrics Society, 67(8), 1565–1570. https://doi.org/10.1111/jgs.15974
Gutterman, A. (2023). Ageism, sexual orientation, and gender identity. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4413353
Inderstrodt, J., Perrault, E. K., Hintz, E. A., & Hildenbrand, G. M. (2019). Addressing health disparities in America: Analysis of community health improvement plans: Analysis of community health improvement plans. Nursing Research, 68(5), 405–412. https://doi.org/10.1097/nnr.0000000000000364
Newman, P. A., Reid, L., Tepjan, S., & Akkakanjanasupar, P. (2021). LGBT+ inclusion and human rights in Thailand: a scoping review of the literature. BMC Public Health, 21(1), 1816. https://doi.org/10.1186/s12889-021-11798-2
Paceley, M. S. (2020). Moving away from a risk paradigm to study rural communities among LGBTQ+ youth moving away from a risk paradigm to study rural communities among LGBTQ+ youth: Promotion of a strengths perspective in research, practice, and policy. Kuscholarworks.ku.edu. https://doi.org/ruralcommunitiesamongLGBTQ+youth:Promotionofastrengthsperspectiveinresearch,practice,andpolicy.UniversityofKansasLibraries.
Ren, D., Wang, Y., Han, M., Zhang, Y., Cai, C., Liu, K., Li, R., Liu, H., Ou, J., Wang, Y., Han, J., & Chen, R. (2022). Internet-based interventions to promote help-seeking for mental health in LGBTQ+ young adults: Protocol for a randomized controlled trial. Internet Interventions, 28(100524), 100524. https://doi.org/10.1016/j.invent.2022.100524
Warner, D. M., 2nd, & Mehta, A. H. (2021). Identifying and addressing barriers to transgender healthcare: Where we are and what we need to do about it. Journal of General Internal Medicine, 36(11), 3559–3561. https://doi.org/10.1007/s11606-021-07001-2
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Professional Context
The first step in any effective project or clinical patient encounter is planning. This assignment provides an opportunity for you to plan a hypothetical learning experience focused on health promotion associated with a specific community health concern. 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 assignment will strengthen your understanding of how to plan and negotiate individual or group participation. This assignment is the foundation for the implementation of your Week 9 assignment, Health Promotion Plan Presentation.
Scenario
For this assignment, you will propose a hypothetical health promotion plan addressing a particular health concern 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 from the list provided in the instructions.
In the Week 9 assignment, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.
Instructions
Health Promotion Plan
Choose a specific health concern o 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. 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).
Create a scenario as if this project were 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 assignment. You will take this information into consideration when you develop your educational plan in your fourth assignment.
Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the education session.
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 5 years using APA format.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the assignment rubric, 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.
Consider underlying assumptions and points of uncertainty in your analysis.
Explain why a health concern is important for health promotion within a specific population.
Examine current population health data.
Consider the factors that contribute to health, health disparities, and access to services.
Establish agreed-upon health goals in collaboration with participants.
Be sure to emphasize the development of SMART goals.
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.
Write with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Additional Requirements
Before submitting your assignment 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.
View Rubric
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Criteria Ratings Pts
Analyze a community health concern or need that is the focus of a health promotion plan.
view longer description
50 to >42.5 pts
DISTINGUISHED
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.
42.5 to >35 pts
PROFICIENT
Analyzes a community health concern or need that is the focus of a health promotion plan.
35 to >0 pts
BASIC
Identifies a community health concern or need that is the focus of a health promotion plan.
0 pts
NON_PERFORMANCE
Does not identify a community health concern or need that is the focus of a health promotion plan.
/ 50 pts
Explain why a health concern or need is important for health promotion within a specific population.
view longer description
50 to >42.5 pts
DISTINGUISHED
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.
42.5 to >35 pts
PROFICIENT
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.
35 to >0 pts
BASIC
Describes a health concern or need that is important for health promotion within a specific population.
0 pts
NON_PERFORMANCE
Does not describe a health concern or need that is important for health promotion within a specific population.
/ 50 pts
Establish agreed-upon health goals in collaboration with hypothetical participants.
view longer description
60 to >51 pts
DISTINGUISHED
Establishes agreed-upon health goals in collaboration with the hypothetical participants. Goals are realistic, measurable, and attainable.
51 to >42 pts
PROFICIENT
Establishes agreed-upon health goals in collaboration with hypothetical participants.
42 to >0 pts
BASIC
Establishes health goals without collaborating with hypothetical participants.
0 pts
NON_PERFORMANCE
Does not establish agreed-upon health goals in collaboration with hypothetical participants.
/ 60 pts
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
view longer description
30 to >25.5 pts
DISTINGUISHED
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.
25.5 to >21 pts
PROFICIENT
Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
21 to >0 pts
BASIC
Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.
0 pts
NON_PERFORMANCE
Does not organize content for ideas. Lacks logical flow and smooth transitions.
/ 30 pts
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
view longer description
10 to >8.5 pts
DISTINGUISHED
Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.
8.5 to >7 pts
PROFICIENT
Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
7 to >0 pts
BASIC
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.
0 pts
NON_PERFORMANCE
Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.
/ 10 pts
