HEALTH AND WELLNESS

The Health and Wellness Department, in conjunction with the Counseling and Wellness team, encourages personal and emotional growth and a sense of belonging and connectedness through skill development and self-awareness in partnership with all members of the Hun community. We aspire to extend empathy and humility, destigmatize mental health, apply evidence-based clinical practices, and utilize culturally competent and systemic lenses. Skills, such as boundary setting, appropriate risk-taking, conflict resolution, self-regulation, help-seeking, and self-care inform our programming in the areas of prevention and intervention, healthy relationships, emotional awareness, and adolescent development.

Health And Wellness 9

▸ 1 CREDIT; REQUIRED FOR GRADE 9

What skills are essential to live a healthy life, and how can public health problem-solving inform our outlook on wellness?

Centered on enhancing the health of the whole student, students will focus on skill development related to health education. Through individual investigation and collaborative projects, students will deepen their understanding of foundational health concepts, public health principles, and wellness best practices.

Health And Wellness 10

▸ 1 CREDIT; REQUIRED FOR GRADE 10

How do we define wellness, and how does our understanding of wellness impact the decisions we make around health and well-being?

Students will learn about different dimensions of health and how to best incorporate these practices into their everyday lives. This class will focus on accessing health resources, applying decision-making skills, and cultivating greater self-awareness. Students will develop healthy ways to express emotions, better understand stressors, and normalize conversations around mental health.

Life Skills And College Readiness

▸ 1 CREDIT; GRADE 12 AND PG ONLY

What life skills do students need to thrive in a diverse and ever-changing world?

Students will ponder the differences between high school and college and practice tangible skills that will transition well to life after high school, including financial literacy, health care navigation, conflict resolution, and nutrition.

Health And Wellness Department Faculty

MS. OLIVIA ALBANESE ’13

UNIVERSITY OF SOUTH CAROLINA – B.S.

THE UNIVERSITY OF ALABAMA – M.A.

JOHNS HOPKINS UNIVERSITY – M.P.H.

MS. BRYNN HANSSON

WESLEYAN UNIVERSITY – B.A.

COLUMBIA UNIVERSITY – M.A.

MR. JAMES NEHLIG

NEW ENGLAND COLLEGE – B.A.

MRS. EVA OSTROWSKY

CORNELL UNIVERSITY – B.A.

COLUMBIA UNIVERSITY – M.S.W.

MS. ANGELA RIEDER

SAINT JOSEPH’S UNIVERSITY – B.S.

WALDEN UNIVERSITY – M.S.

MS. CARINE TOUSSAINT

FAIRLEIGH DICKINSON UNIVERSITY – B.S.

THE COLLEGE OF NEW JERSEY – M.S.

RIDER UNIVERSITY – ED.S.

INTEGRATIVE NUTRITION: BEHAVIOR, CHEMISTRY, AND CULTURE

▸ 1 CREDIT; GRADES 11, 12, PG ONLY; MAY BE USED TO MEET STEM DISTRIBUTION REQUIREMENT

How does food impact our bodies, mind, and overall well-being? How do cultural and societal norms impact our definition of what is healthy? What barriers exist around access to healthy food?

Students will investigate macro- and micronutrients, explore norms surrounding culture and food, and study the chemistry that occurs through the processes of digestion and metabolism and how nutrients are converted. Students will have a better understanding of their own needs and interests, which may include fueling the body for sports and activity, sleep, and focus. In addition to understanding ideal circumstances surrounding nutrition, students will define and know the impact of malnutrition that results in health disparities. Based on empirical support, students will be able to collaborate and support each other in the design of reasonable, sustainable practices.

History Of Public Health

▸ 1 CREDIT; GRADES 11, 12, PG ONLY; MAY BE USED TO MEET HUMANITIES DISTRIBUTION REQUIREMENT

How can past public health discoveries, policies, and decisions inform our behavior and modern-day public health practices?

Students will examine the history of public health from a population perspective, focusing mainly on the modern world. Special attention will be paid to social injustices perpetrated by public health systems throughout history. Students will study major public health theories and engage with community partners to examine how the U.S. public health system functions today. This class will view public health through a historical lens as we examine the science, math, and communication tools necessary in modern-day public health practice.

Behavior And Physiology Of Substance Use

▸ 1 CREDIT; GRADES 11, 12, PG ONLY; MAY BE USED TO MEET STEM DISTRIBUTION REQUIREMENT

How can addiction be viewed through a holistic lens that investigates the physical and mental implications of use, as well as the community-wide impact? How do societal norms impact response and treatment for addiction?

Students will develop an understanding of addiction through a biopsychosocial lens. By examining biological and genetic factors, as well as societal contributors and responses, students will develop a holistic perspective on the chemistry of addiction. Students will gain an understanding of how chemical dependency begins, what the physical responses to substance abuse look like, and how dual-diagnosis impacts treatment. Students will examine drug-use trends, such as the opioid epidemic, and resulting public health policies. Students will explore individual, as well as societal, risk, and protective factors and how they influence the trajectory of substance use and abuse. Students will examine cultural components that play a role in how societal norms and biases affect care and treatment.