Mental/Emotional Health and Community Wellness

The topic of Community Wellness is often examined using multiple dimensions. One model I have seen involves eight dimensions: emotional, financial, social, spiritual, occupational, physical, intellectual, and environmental. When I researched this topic in 2018, I elected to use the following 12 dimensions:

• Physical Health
• Emotional Health
• Mental Health
• Social Well-Being
• Safe and Sustainable Environment
• Intellectual Cultural Exposure
• Family Integrity and Support
• Collaboration of Organizations/Groups
• Financial Integrity
• Vocational Opportunity
• Humility
• Spirituality

I started my examination by borrowing the following Native American quote: “We do not inherit the Earth from our ancestors; we borrow it from our children.” This compelled me to examine the subject through the lens of a greeting from Africa. The greeting does not inquire about the well-being of the person being greeted, but instead is, “How are the children?”

Why this approach? It is my belief that if children thrive, it is because the community thrives through a collaboration of the schools, the home, and the community. Professor Laurence Steinberg, PhD, wrote a number of books about adolescents. I was first exposed when I picked up a copy at “The Lord’s Warehouse,” a sophisticated name for a thrift shop. The book was entitled Age of Opportunity: Lessons from the New Science of Adolescence. I was so impressed with the consequences of missing this “opportunity” that I ordered 25 copies from the publisher, sent them to the author to be signed, and gave them to teachers, judges, parents, youth leaders, and public officials.

Professor Steinberg examined the function of schools, but did not omit to acknowledge the obvious: “I noted (20 years ago) no school reform effort would have any impact if the students didn’t come to school ready and able to learn.” With adolescence, the key aspect is self-regulation, i.e., emotional control and the development of executive decision-making capacity and mastery. Professor Steinberg noted that while it may be unpopular to acknowledge genetics, the environmental influences may be more important in explaining the relative intellectual deficiencies of children from poorer families. These environmental factors include trauma (both inside the home and in the community), chronic distress related to poverty (food insecurity and inadequate access to healthcare), and meeting the child’s emotional needs. The safety nets of the community are particularly important to those with less support and inadequate or strained resources.

Emotional needs of teenagers have been described using a number of characteristics. Jacqueline Amor-Zitzelberger, MA, Penn State Extension, lists the following: belonging, enjoyment, power, and independence. Dr. Bruce Narramore states six in his book Parenting Teens: developing distinct identity (sense of uniqueness); gradual separation from childhood dependence on one’s parents; development of meaningful relationships with peers; development of the ability to relate well to the opposite sex; gaining skills to prepare for a career and adult responsibilities; and fashioning their faith and value commitments while developing a basic attitude toward life. YDisciple lists five fundamental needs for teenagers: to be understood, to belong, the ability to be transparent, the need to engage in critical thinking about faith and life, and the need for guidance. Pat Tanner Nelson, Ed.D., with the University of Delaware, opined the following social and emotional issues: establishing identity, establishing autonomy, establishing intimacy, becoming comfortable with one’s sexuality, and achievement (mastery of some aspect of life).

I will summarize these with a personal experience. In acting as moderator for the Center for Racial Harmony, I had the opportunity to interview a panel of four students of different races and genders. When asked to identify the elements most important to their success, they came up with the following: Guidance, Opportunity, Respect (Given and received), and (reasonable) expectations. It yields an awkward acronym GORE, but it makes the concepts easy to remember.

It is suggested by Linda Tropp, Professor at University of Massachusetts, Amherst, that the majority of people would like to discuss, engage, and collaborate in person in a non-partisan way, particularly on local issues. Many others believe the divide is too great on national/international issues (e.g., abortion, immigration, climate control/global warming, war in Gaza, war in Ukraine, DOGE, DEI, etc.). How can we satisfy both groups?

There is no perfect solution, but we have to start somewhere. What can we do? On April 3, 2025, I had the opportunity to moderate a public dinner table meeting for the Center for Racial Harmony. It received a grant from Healing Illinois to provide a series of events. The general public was invited and welcomed. Approximately 80 citizens attended. “Community Wellness Begins with You.” The first question posed was “What can we do individually and collectively to make government a more effective and healing agent?”

Those in attendance were assigned to tables of eight for dinner and discussion. Each table was encouraged to meet neighbors and community members, many previously unknown to them, and learn about those with whom they would share the evening. After being given the opportunity to greet and meet their tablemates, the tables were given a few simple instructions. First, none of the divisive national and international issues were on the table this night. Next, all were encouraged to follow another acronym, ROPE, i.e., be Respectful (to each other), be Open with thoughts and feelings, be Positive (avoid negativity and seek common solutions and suggestions), and be Empathic to others.

The same three questions were provided to each table, and a “reporter” was selected at each table to take notes of the commentary, discussions, and suggestions. After an hour, the group reconvened and listened to the commentary from the other tables. The star of the night was Emma, the only teenager present. She was 13, and she went to the front of the gathering and explained the discussions and findings of her table.

This was the first of three dinner tables planned. The next dinner will focus on healthcare (physical and mental) and effective ways the family can provide the necessary emotional and mental support. The third will focus on education. Most attendees enjoyed the opportunity to be heard and explore important issues to gain a greater understanding of themselves, their neighbors, and the community.

Is the program a success? We don’t know, but its start has received a positive reception despite the storm that preceded the event. Community wellness starts with communication. As Cheryl Richardson noted, “People start to heal the moment they feel heard.” When individuals heal, the community does as well. Your thoughts, suggestions, experiences, and examples of efforts in your community are welcome and appreciated. Community wellness starts with our own and our neighbors’ mental and emotional health. By collaboration and coordination, perhaps WE can build a model for others to follow.

Robert E. Wells, Jr., of Pessin, Baird & Wells, Belleville, IL, is the Chair of the Mental Health Section Council. He can be contacted at wellslawadr@sbcglobal.net.