Module 1 Overview: Eight Dimensions of Wellness
Overview of the module
Speaker: Dr. Combs
Purpose: provide a lay of the land for wellness and introduce the eight dimensions of wellness
Goal: encourage students to reflect on what wellness looks like in their own life and, conversely, what being unwell looks like
Emphasizes that this is an introductory, orientation-style overview for the first weekly module
The eight dimensions of wellness
Core idea: wellness is multidimensional and can be defined in multiple ways
Acknowledges that some sources discuss different numbers of dimensions (e.g., some references talk about six dimensions instead of eight)
Early examples of dimensions mentioned explicitly include:
Environmental wellness: whether your space provides calm and whether you are a good steward of resources
Social wellness: the sense of connection to others, important in the context of loneliness being framed as an epidemic in the United States
Throughout the semester, there will be deeper dives into each of these eight dimensions
Note: the speaker does not list all eight dimensions by name in this excerpt; the focus is on introducing the concept and some example areas
Definitions of wellness from authorities
Global Wellness Institute (GWI):
Wellness defined as an active pursuit of activities, choices, and lifestyles that lead to a state of holistic health
Emphasizes that wellness is an individual pursuit and not a one-size-fits-all approach; it is multidimensional and full, rather than narrow
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National Wellness Institute (NWI):
Wellness as an active pursuit process through which people become aware of and make choices toward a more successful existence
Emphasizes: a conscious, self-directed, and evolving process of achieving full potential; wellness is positive and affirming
WebMD (popular resource):
Wellness as the quality or state of being healthy in body and mind, especially as the result of a deliberate effort
Characterizes wellness as not a one-time event but a living process; requires ongoing effort and can change over time
Reflection prompts offered by Dr. Combs:
Pause the video, read these definitions carefully, and consider what works for you
Compare and contrast these definitions, noting points of agreement and disagreement
Encourage students to search for another source defining wellness to broaden perspective
Wellness vs. well-being
Dr. Combs distinguishes wellness from well-being and happiness:
Well-being and happiness are often about perception—how we feel and how we perceive our situation
They carry a stronger mental component and relate to satisfaction and fulfillment, which tie into spiritual dimensions of wellness
Practical note for the semester:
The terms wellness and well-being may be used interchangeably at times, but they are not identical in meaning
Expect overlap between the two concepts, but maintain awareness of the subtle distinctions
Comfort zone, false wellness, and the growth impulse
Central image: a spectrum with a middle zone labeled as the comfort zone and a concept of “false wellness” in that zone
False wellness:
A false sense of wellness that comes from staying in the comfort zone
Although comfort feels safe, it often does not promote growth or genuine well-being
The research-based challenge: real well-being is often associated with seeking some degree of discomfort or challenge
Everyday examples of false wellness:
Choosing leisure wear and staying seated rather than taking a walk, especially in extreme weather (e.g., 98°F)
A tendency to resist small changes (e.g., different laundry detergent) or large changes (e.g., moving locations)
Consequences: staying in the comfort zone can lead to neutrality—neither thriving nor deteriorating, but not progressing toward well-being
Change, resistance, and the mindset shift (preview for next week)
How people typically respond to change:
Initial shock or surprise, followed by disbelief, anger, experimentation, and eventual acceptance
Over time, the new norm is established
Link to next week’s topic: intellectual wellness and how people respond to change
Growth mindset vs. fixed mindset (preview):
Fixed mindset: the belief that nothing can change
Growth mindset: openness to opportunity and change
The discussion will include resources and strategies for cultivating a growth mindset
Three core takeaways about wellness definitions (summary prompts)
Dr. Combs identifies three recurring ideas when comparing definitions:
Wellness is an active pursuit, not passive
Wellness is multidimensional and varies across individuals
Wellness is highly individualized; different people will have different definitions based on their lives and contexts
Implication: expect diverse, personalized understandings of what wellness means for you and your peers
Personal reflections and practical implications
Dr. Combs shares a personal stance on change: he is a creature of habit and has lived in the same county in Kentucky his entire life; he acknowledges not liking change, yet recognizes the research-based importance of responding to change for well-being
He illustrates how change can be understood on a curve and how a shift toward growth-oriented responses can improve well-being
Students are encouraged to reflect on their own experiences with change (small-scale examples like detergent changes or large-scale moves) and visualize their own growth curves
This reflection ties into the upcoming content on intellectual wellness and growth-oriented attitudes
Key definitions and framing recap
Wellness (GWI): dimensions; active, individual, multidimensional, and tailored to the person
Wellness (NWI): conscious, self-directed, evolving process toward full potential; positive and affirming
Wellness (WebMD): healthy in body and mind through deliberate effort; ongoing and adaptable
Well-being vs. wellness: well-being emphasizes perception, satisfaction, and fulfillment; a heavier mental and emotional component
Comfort zone and false wellness: staying too comfortable can hinder growth; meaningful wellness often requires stepping into discomfort
Growth mindset vs. fixed mindset: openness to change and growth supports better engagement with challenges
Connections to course structure and upcoming work
The eight dimensions will be explored in depth throughout the semester
The discussion ties into larger course themes: intentions, behaviors, and how different dimensions interrelate
Assessments mentioned:
Content response due Tuesday, by PM
The larger Wellness Wheel project due Sunday, by PM
Encouragement to engage with the material actively, reflectively, and personally
Practical takeaways for students
Expect wellness definitions to be personal and evolving; avoid assuming a single universal template
Regularly reflect on where you stand on the comfort-discomfort spectrum and what growth-minded actions you can take
Prepare for ongoing adjustments as you learn more about each of the eight dimensions and how they interact
Use the upcoming weeks to explore your own well-being and consider how happiness and perceived well-being relate to your actual behaviors and outcomes
Assignments and deadlines (quick reference)
Content response: due Tuesday, by PM
Wellness Wheel project: due Sunday, by PM
Overview of the module
Speaker: Dr. Combs, who brings a comprehensive perspective to the subject of wellness.
Purpose: To provide students with a foundational "lay of the land" regarding wellness, beginning with an introduction to its multifaceted nature through the exploration of the eight dimensions of wellness.
Goal: To actively encourage students in a self-reflective process, prompting them to deeply consider what wellness genuinely looks like in their individual lives, and conversely, to identify and understand the manifestations of being unwell.
Emphasizes that this initial module serves as an introductory, orientation-style overview, setting the stage for more in-depth explorations in subsequent weekly modules.
The eight dimensions of wellness
Core idea: Wellness is inherently multidimensional, meaning it encompasses various aspects of an individual's life, and can consequently be defined and understood in multiple ways.
Acknowledges that while the course will focus on eight dimensions, some academic or popular sources might discuss a different number (e.g., some references mention six dimensions instead of eight), highlighting the varied frameworks available.
Early examples of dimensions explicitly mentioned and briefly described include:
Environmental wellness: This dimension considers whether an individual's immediate physical surroundings, such as their living or working space, foster a sense of peace and calm, rather than stress or chaos. It also critically examines one's role as a responsible steward of environmental resources, emphasizing sustainability and ecological consciousness.
Social wellness: This dimension pertains to an individual's sense of belonging and connection to others. It is underscored by the current societal context where loneliness has been identified as a significant public health concern, even framed as an epidemic in the United States, making strong social ties vital for overall well-being.
Throughout the entire semester, there will be dedicated, deeper dives into each of these eight dimensions, providing students with a comprehensive understanding of their interconnectedness and importance.
Note: The speaker intentionally does not list all eight dimensions by name in this initial excerpt; the primary focus here is on introducing the foundational concept of multidimensional wellness and illustrating it with a couple of pertinent example areas, reserving the full list for later modules.
Definitions of wellness from authorities
Global Wellness Institute (GWI):
Wellness is comprehensively defined as an active, conscious, and continuous pursuit of activities, making deliberate choices, and adopting lifestyles that collectively lead to a state of holistic health.
Emphasizes that wellness is a deeply individual pursuit, meaning there is no universal, one-size-fits-all approach. It instead recognizes that wellness is inherently multidimensional and encompasses a full spectrum of an individual's life, rather than being a narrow or restrictive concept focused on a single aspect.
National Wellness Institute (NWI):
Defines wellness as an active and dynamic process through which people become increasingly aware of their personal state and consciously make choices that guide them toward achieving a more successful, fulfilling existence.
Emphasizes several key aspects: it is a conscious process requiring deliberate thought; it is self-directed, empowering individuals to take ownership of their journey; it is an evolving process, acknowledging that wellness is not static but changes over time; and its ultimate goal is achieving full potential. Furthermore, it highlights that wellness is inherently positive and affirming, focusing on strengths and growth rather than deficits.
WebMD (popular resource):
Characterizes wellness as the quality or state of being healthy in both body and mind, achieved specifically as the result of ongoing, deliberate effort.
Critically, it describes wellness as not a one-time event, task, or achievement but rather a continuous, living process that necessitates sustained effort and adapts and changes over an individual's lifetime, reflecting personal growth and life circumstances.
Reflection prompts offered by Dr. Combs for students:
Students are encouraged to pause the video, carefully read these distinct definitions, and thoughtfully consider which aspects resonate most with their personal understanding and experiences of wellness.
A key exercise involves comparing and contrasting these definitions, noting specific points of agreement where they overlap and points of disagreement or unique emphasis where they diverge.
Additionally, students are prompted to actively search for at least one other reputable source defining wellness to further broaden their perspective and deepen their critical understanding of the concept.
Wellness vs. well-being
Dr. Combs clarifies a nuanced distinction between wellness on one hand, and well-being and happiness on the other:
While related, well-being and happiness are often more centered on perception—how individuals feel about their lives and how they perceive their current situation, encompassing subjective experiences.
These terms typically carry a stronger mental and emotional component, relating significantly to feelings of satisfaction with life and fulfillment, which often tie into the spiritual dimensions of wellness, emphasizing purpose and meaning.
Practical note for the semester:
It is acknowledged that the terms wellness and well-being may be used interchangeably at times throughout the course due to their conceptual overlap, but it is important to remember they are not strictly identical in their precise meanings.
Students should expect a degree of conceptual overlap between the two concepts, but are encouraged to maintain awareness of the subtle yet important distinctions in their definitions and implications.
Comfort zone, false wellness, and the growth impulse
Central image: Dr. Combs introduces a spectrum diagram where the middle zone is prominently labeled as the "comfort zone." Within this zone, a crucial concept of "false wellness" is identified.
False wellness:
This refers to a deceptive or superficial sense of wellness that arises from persistently remaining within one's comfort zone, where risks are minimized and familiarity is maximized.
The critical insight is that while comfort undeniably feels safe and secure in the short term, it frequently does not foster personal growth, active self-improvement, or genuine, lasting well-being. It can lead to stagnation.
The research-based challenge: Contemporary research strongly suggests that true, authentic well-being is often intrinsically linked with the willingness to seek out and embrace a certain degree of discomfort or challenge. This implies that growth and flourishing typically occur outside the boundaries of constant ease.
Everyday examples of false wellness:
Opting for perpetual leisure wear and remaining sedentary (e.g., staying seated indoors) rather than actively engaging in physical activity like taking a walk, especially when faced with minor inconveniences such as extreme weather (e.g., a hot day at or a cold one).
A common human tendency to resist even small, seemingly insignificant changes (e.g., trying a different brand of laundry detergent, which might be perceived as a minor disruption to routine) or larger, more impactful life changes (e.g., relocating homes or to a new city, which entails substantial upheaval).
Consequences: Consistently staying within the comfort zone, while initially feeling safe, can ultimately lead to a state of neutrality. In this state, an individual is neither actively thriving and progressing toward enhanced well-being nor visibly deteriorating. However, critically, there is an absence of meaningful progression or growth toward their full potential.
Change, resistance, and the mindset shift (preview for next week)
How people typically respond to change: There is a well-documented psychological curve that illustrates common human reactions to significant changes. These stages generally involve:
Initial shock or surprise upon encountering the change.
Followed by disbelief, a struggle to accept the new reality.
Anger, frustration, or resentment over the disruption caused by the change.
A period of experimentation, where individuals try to adapt or cope with the new circumstances.
Eventually, acceptance of the change as the new reality.
Over time, the new norm is established, and the individual integrates the change into their life.
Link to next week’s topic: This exploration of how individuals respond to change directly connects to the upcoming discussions on intellectual wellness, which will delve into cognitive flexibility, learning, and adaptability.
Growth mindset vs. fixed mindset (preview): This crucial distinction will be a central theme:
Fixed mindset: Characterized by the belief that one's abilities, intelligence, or circumstances are static and unchangeable. Individuals with a fixed mindset tend to avoid challenges and view failure as a reflection of inherent limitations.
Growth mindset: Defined by an openness to opportunity, a belief that abilities can be developed through dedication and hard work, and a willingness to embrace challenges as opportunities for learning and improvement.
The upcoming discussion will specifically include valuable resources and practical strategies for cultivating a growth mindset, which is essential for personal development and navigating life's changes.
Three core takeaways about wellness definitions (summary prompts)
Dr. Combs identifies three consistent, recurring ideas that emerge when comparing various authoritative definitions of wellness:
Wellness is an active pursuit, not passive: It demands intentional engagement, conscious choices, and consistent effort rather than merely waiting for health or happiness to occur.
Wellness is multidimensional and varies across individuals: It encompasses many different aspects of life (physical, emotional, social, intellectual, etc.) and its ideal expression looks unique for each person based on their individual circumstances and values.
Wellness is highly individualized: Building on the previous point, what constitutes wellness for one person may be entirely different for another. Definitions are constructed based on personal experiences, values, and life contexts.
Implication: Students should anticipate and embrace diverse, personalized understandings of what wellness means for themselves and their peers, recognizing that this personal exploration is a core part of the learning process.
Personal reflections and practical implications
Dr. Combs shares a personal stance on change, humorously admitting he is a "creature of habit" and has lived in the same county in Kentucky his entire life. He openly acknowledges his personal aversion to change, yet simultaneously recognizes the profound, research-based importance of actively and adaptively responding to change for enhancing overall well-being.
He illustrates how individual responses to change can be plotted on a psychological curve, and critically, how a conscious shift toward more growth-oriented and adaptive responses can significantly improve an individual's well-being over time.
Students are strongly encouraged to engage in self-reflection on their own experiences with change, from small-scale examples like trying different detergent brands to large-scale life events such as moving locations. They are also prompted to visualize their own personal growth curves, considering how they have navigated and responded to past changes.
This personal reflection directly ties into the upcoming course content on intellectual wellness and the development of growth-oriented attitudes, emphasizing practical application of theoretical concepts.
Key definitions and framing recap
Wellness (GWI): Encompasses dimensions; characterized as an active, individual, multidimensional pursuit, meticulously tailored to the unique person, striving for holistic health.
Wellness (NWI): Defined as a conscious, self-directed, and continually evolving process aimed at achieving one's full potential, emphasizing a positive and affirming journey.
Wellness (WebMD): The quality or state of being healthy in both body and mind, resulting from deliberate and ongoing effort; it's a living, adaptable process, not a static achievement.
Well-being vs. wellness: Well-being places distinct emphasis on perception, subjective satisfaction, and a sense of fulfillment; it carries a heavier mental and emotional component, often intertwining with spiritual aspects.
Comfort zone and false wellness: Lingering excessively in a comfort zone can impede genuine growth and personal development; meaningful wellness frequently necessitates deliberately stepping into areas of discomfort and challenge to foster true progress.
Growth mindset vs. fixed mindset: The critical distinction lies in openness to change and a belief in the ability to grow, which profoundly supports better engagement with life's challenges and opportunities.
Connections to course structure and upcoming work
The eight dimensions of wellness, introduced in this module, will be meticulously explored in greater depth throughout the entire semester, with dedicated segments for each.
The current discussion seamlessly integrates into larger, overarching course themes: understanding the role of intentions, how these manifest in behaviors, and critically, how the different wellness dimensions interrelate and influence one another in a holistic system.
Assessments mentioned:
A Content Response assignment is due on Tuesday, by PM. This assessment likely requires students to synthesize and critically reflect on the module's key concepts.
The larger Wellness Wheel project is due on Sunday, by PM. This project typically involves a personal assessment and planning exercise related to the eight dimensions of wellness.
Students are strongly encouraged to engage with the course material actively, reflectively, and personally, as this active participation is crucial for deep learning and personal application.
Practical takeaways for students
Personal and evolving definitions: Students should anticipate that their understanding of wellness will be highly personal and continually evolve throughout the course and their lives; it's crucial to avoid assuming a single, universal template for wellness.
Reflect on comfort-discomfort: Regularly reflecting on one's position on the comfort-discomfort spectrum is vital, along with identifying and taking growth-minded actions that push beyond stagnation.
Prepare for ongoing adjustments: As students learn more about each of the eight dimensions and observe how they interact in their own lives, they should prepare for continuous adjustments in their understanding and practices of wellness.
Explore well-being: Use the upcoming weeks as an opportunity for deep personal exploration of their own well-being, conscientiously considering how ephemeral happiness and perceived well-being dynamically relate to their actual behaviors and long-term outcomes.
Assignments and deadlines (quick reference)
Content response: Due Tuesday, by PM.
Wellness Wheel project: Due Sunday, by PM.