Prevalence of Obesity and Alcohol Abuse Among Youth
As of 2020, there were 14.7 million children and adolescents who were overweight or obese in America. Over 40% of adults in the United States were considered obese in 2018, a steady rise in the prevalence of adult obesity over the previous few decades (World Health Organization, 2018). Cardiovascular disease, diabetes, stroke, and cancer types are just a few of the health issues linked to obesity.
Young adults who battle with obesity are additionally more susceptible to other health issues, like alcohol and drug abuse. Individuals between the ages of 18 and 24 are susceptible to obesity, and their incidence has dramatically increased in recent decades (Katsoulis et al., 2021). This lesson plan aims to guide obese 25-year-olds in losing weight healthily while addressing the specific challenges they face.
Learning Needs Assessment
The evaluation will provide helpful information about the learner’s current understanding of weight loss and alcohol rehabilitation, enabling the creation of a customized lesson plan. An established instrument, such as the Transtheoretical Model of Behavior Change (Taylor, 2019), will be used for assessment. This will reveal the learner’s openness to change, perceived obstacles to losing weight and quitting drinking, and motivation to alter their lifestyle.
For details about the learner’s medical background and any underlying health concerns, the evaluation may also involve gathering data from medical records. Additionally, performing motivational interviews to understand patients’ attitudes and beliefs regarding losing weight and quitting alcohol should also be considered (Miller et al., 2019). This data can pinpoint areas where the learner may require additional support.
Educational Theory
The teaching strategy will incorporate elements of Knowles’ Adult Learning Theory. The pedagogical method emphasizes the significance of the learner’s prior experience and strongly highlights the learner as a key player in their education (Miller et al., 2019). Understanding the health effects of obesity and alcoholism and accepting the advantages of weight loss and alcohol recovery are among the learner’s critical learning components.
The student must also recognize and remove any obstacles that can stand in the way of his efforts to lose weight and kick the alcohol addiction. Additionally, he must understand the importance of good eating habits and learn how to select healthier foods, reduce portion sizes, and moderate his alcohol consumption. Finally, he must understand the benefits of exercise and learn how to incorporate it into his routine.
Learning Style
The teaching strategy will consider the learner’s preferred instructional style to maximize student involvement and recall of the material. According to research, each generation has distinct learning preferences and traits that can affect its learning approach (Miller et al., 2019). For example, a 25-year-old learner can be a member of the Millennial generation.
Millennials favor active, interactive, and collaborative learning methods and are frequently tech-aware and highly connected. They also value visual assistance, multimedia materials, and individualized, prompt feedback (Manzoni et al., 2021). As a result, the lesson plan will incorporate a range of instructional strategies that align with the preferences of Millennial learners. It includes engaging hands-on activities, online tools and resources, and peer-to-peer dialogues.
Readiness of the Learner
According to the transtheoretical model of behavior change, people undergo various phases of conduct change. Precontemplation, contemplation, preparation, action, and maintenance are some phases of learner preparedness that can be identified (Taylor, 2019). The review of the learner’s preparedness will consider, among other things, the learner’s drive, perceived obstacles, level of social support, and self-efficacy.
The assessment will decide the learner’s readiness for change. His requirements and preferences will be considered while developing the lesson plan (Miller et al., 2019). For instance, individuals in the pre-contemplation phase might gain more from more skill-based and practical interventions.
Learning Objectives
The client’s learning goals will be developed based on the information received during the needs assessment. Miller et al. (2019) assert that practical learning objectives ought to be precise, quantifiable, and pertinent to the learner’s requirements and aims. Firstly, the client will be able to name at least three causes of his obesity and alcohol dependence.
Secondly, he will be able to explain how losing weight and quitting drinking might enhance one’s overall wellness and standard of living. With the help of the medical staff, he will also be able to create a feasible and doable strategy for losing weight and recovering from alcohol. Finally, he should be able to exhibit beneficial lifestyle modification related to food or exercise that can aid in weight loss.
Learning Outcomes
The selected learning objectives will be the basis for developing the learning outcomes. Bloom’s taxonomy of educational domains can be utilized to create suitable and thorough learning outcomes (Miller et al., 2019).
- Cognitive domain: The client will be able to describe how his actions and health consequences are related to show that they comprehend the variables causing his obesity and alcoholism.
- Psychomotor domain: The client can perform at least one positive activity related to diet or physical activity that supports weight loss, such as preparing a nutritious meal or exercising consistently.
- Affective domain: By exhibiting confidence in his capacity to adopt healthy lifestyle adjustments and a readiness to seek assistance.
Client Education Plan
Short-Term Goal: The client will appreciate the importance of weight reduction and alcohol recovery.
Long-Term Goal: The client will successfully lose weight and maintain a healthy weight while also achieving sobriety.
Learning Outcome: The client will carry out beneficial actions connected to nutrition or exercise that help with weight loss.
Table 1 – Achieving Learning Outcome
References
Chowdhury, F. (2019). Application of rubrics in the classroom: A vital tool for improvement in assessment, feedback, and learning. International Education Studies, 12(1), 61-68. Web.
Katsoulis, M., Lai, A. G., Diaz-Ordaz, K., Gomes, M., Pasea, L., Banerjee, A., Denaxas, S., Tsilidis, K., Lagiou, P., Misirli, G., Bhaskaran, K., Wannamethee, G., Dobson, R., Batterham, R. L., Kipourou, D. K., Lumbers, R. T., Wen, L., Wareham, N., Langenberg, C., & Hemingway, H. (2021). Identifying adults at high-risk for change in weight and BMI in England: A longitudinal, large-scale, population-based cohort study using electronic health records. The Lancet. Diabetes & Endocrinology, 9(10), 681–694. Web.
Manzoni, B., Caporarello, L., Cirulli, F., & Magni, F. (2021). The preferred learning styles of Generation Z: Do they differ from the ones of previous generations? In Spagnoletti, P., et al. (Eds.), organization (pp. 55-67). Springer. Web.
Miller, W. R., Forcehimes, A. A., & Zweben, A. (2019). Treating addiction: A guide for professionals (2nd ed.). The Guilford Press.
Taylor, S. G. (2019). Health education and promotion: Evidence-based approaches to practice. John Wiley & Sons.
World Health Organization. (2018). Obesity and overweight. Web.