Introduction
This essay examines health and wellbeing in the context of Mia, an adolescent whose development involves significant brain changes and identity formation, as highlighted in relevant lectures. It applies the biopsychosocial model, compares it with the medical model, explores the life-course perspective, identifies a model of care, and considers communication approaches relevant to nursing practice. The discussion maintains a focus on the influence of life stage and early experiences.
Defining Health and Wellbeing Through Holistic and Medical Models
Health and wellbeing for adolescents such as Mia can be understood through the biopsychosocial model, which integrates biological, psychological and social dimensions (Engel, 1977). In Mia’s case, this encompasses brain maturation processes, the psychological task of identity construction, and social influences including peer relationships and family context. This approach recognises adolescence as a period when these domains interact dynamically.
By contrast, the medical model tends to concentrate on physical pathology and identifiable disease states, often treating symptoms in isolation from wider influences. While the medical model provides clear diagnostic frameworks, it may overlook the psychological and social factors that shape adolescents’ perceptions of their own health. The biopsychosocial perspective therefore offers a broader lens, although both approaches retain relevance in clinical settings depending on the presenting issue.
Influence of Adolescence on Mia’s Health and Wellbeing
Adolescence brings rapid neurological development, particularly in the prefrontal cortex, which affects decision-making and risk assessment. For Mia, this life stage means that health-related choices may be influenced by heightened emotional reactivity and ongoing identity exploration. Health and wellbeing are consequently defined not only by the absence of illness but also by the capacity to navigate these developmental tasks successfully.
Nurses must look beyond purely physical questions because health priorities shift with age and context; social relationships and mental health concerns frequently assume greater importance during adolescence than they do in earlier childhood (World Health Organization, 2022). Ignoring these dimensions risks incomplete assessment and reduced engagement with care.
Life-Course Perspective and Early Influences
The life-course perspective suggests that health outcomes in adolescence can be traced, at least partly, to experiences in earlier years. Early attachment relationships, nutrition and exposure to adverse events can shape later trajectories through biological embedding and behavioural patterning. In Mia’s situation, childhood experiences may therefore contribute to current health behaviours, such as attitudes toward risk or help-seeking.
While individual outcomes vary and are mediated by subsequent opportunities, early life factors commonly influence the foundations of identity and emotional regulation. Recognising these connections enables nurses to adopt a preventive and supportive stance rather than responding solely to immediate presentations.
Model of Care: Person-Centred Care
Person-centred care, grounded in the principles outlined by McCormack and McCance (2017), provides a suitable framework for supporting Mia. This model emphasises respect for individual values, shared decision-making and the creation of a therapeutic environment. Applied to Mia, it helps nurses address fundamental needs related to identity development by involving her in planning care and acknowledging her emerging autonomy. The approach supports both physical and mental health requirements through ongoing dialogue and adaptation to the adolescent’s perspective.
Communication and Relationship Management
Effective nursing support for Mia requires the application of communication principles including active listening, clarity and the establishment of trust. Relationship management draws on concepts such as those described by Peplau (1991), where the nurse–patient relationship progresses through phases of orientation, working and resolution. For an adolescent, this entails age-appropriate language, attention to non-verbal cues and sensitivity to confidentiality concerns. Such principles facilitate exploration of both physical health needs and mental health considerations, fostering engagement and adherence.
Conclusion
In summary, applying the biopsychosocial model to Mia illustrates the interplay between developmental stage and health. Comparison with the medical model highlights the value of broader perspectives. The life-course view underlines the relevance of early experiences, while person-centred care and purposeful communication equip nurses to meet Mia’s holistic needs. Consideration of these elements supports more responsive practice across the life course.
References
- Engel, G.L. (1977) The need for a new medical model: a challenge for biomedicine. Science, 196(4286), pp. 129-136.
- McCormack, B. and McCance, T. (2017) Person-Centred Practice in Nursing and Health Care: Theory and Practice. 2nd edn. Chichester: Wiley Blackwell.
- Peplau, H.E. (1991) Interpersonal Relations in Nursing: A Conceptual Frame of Reference for Psychodynamic Nursing. New York: Springer.
- World Health Organization (2022) Adolescent Health. Available at: https://www.who.int/health-topics/adolescent-health (Accessed: 15 October 2024).
