Praise for the Transition Guides

From Teachers

  • “The students who missed the ‘Storyboarding’ activity were more confused, and anxious and less likely to become engaged when we came back to complete course planning.”
  • “Students are meaningfully involved in the transition to high school process as it applies to them.”
  • “Later in the year we surveyed all our Grade 9 students on how connected they feel to the school. We found that doing the activities does help in the transition to high school.”
  • “Using this Guide we have increased the success rates for our new Grade 9 students and have significantly lessened the personal stressors that often accompany a change in school.”
  • “The teacher resources work and work well.”

Learn more about Teens and Transition: A Teacher Guide.

From Parents

  • “Well-planned, thoroughly researched, tons of useful information.”
  • “Encourages parents to embrace and manage change.”
  • “Comprehensive, an asset to any parent, valuable tools.”
  • “Succinct, humorous and organized.”
  • “As a seasoned parent, the Guide served as a reminder not to sit back and expect things to work out. I know this material but it is validating to see it in print.”
  • “I worked with Morven from 2005 to 2007. As a father of 11 and 13-year-old girls, I still have the Wellness Wheel on our fridge for reference.”

Learn more about Teens and Transition: A Parent Guide.


Comments on “Wellness: A Question of Balance”

Learn more about Wellness: A Question of Balance – An Educator Resource.

From Teachers

  • “I am so grateful to be able to use your Wellness material. It has become a part of my life.” (Zoe, retired teacher, June 2014)
  • “Finally we have a framework into which all our work fits like a glove! The Wellness Resource has provided both philosophical and practical threads that logically and creatively tie together the many varied themes we develop in our program.”
  • “The Wellness Wheel allows students to self-assess and practice personal goal-setting in a meaningful format which has stopped the often-heard comments – ‘did this already’; ‘boring’; ‘goal-setting sucks’ and so on.”
  • “I appreciated the well-developed lesson plans and the variations that allow me to personalize with the wellness concept presented in the Resource.”
  • “It is refreshing to have a program that uses strong visuals. When the dots are connected on the spokes, it is a powerful visual and creates opportunities for those “aha” moments!”
  • “A fun and interactive way to review material. It is simple to update and add new information from discussions and student research.”
  • “Conceptually and instructionally a sound program.”
  • “The teaching model is largely experiential with students thinking through and analyzing their individual wellness plans.”
  • “The curriculum is full of wisdom both in its theoretical approach and well-honed practices. The supplementary resources are especially varied and well edited; a collection of gems.”
  • “I have taught other educators to use the materials. The feedback that I receive from others that the Resource is very user friendly.”
  • “The strength of the ‘Wellness: A Question of Balance’ Resource is that it is multi-dimensional, well organized, developmental and incorporates into existing models with ease. The program is open-ended enough to be adapted to all ages.”
  • “The Wellness Wheel is a wonderful outlet for students’ creativity. Some of my students’ Wheels were mounted for display in the school.”
  • “The Wellness Game builds a really lively atmosphere in any class.”
  • “I highly recommend this Resource to anyone who seeks an effective tool for helping students become the best people they can be.”
  • “This work in wellness has evolved to include staff development and families. The Wellness Wheel forms an integral part of health education in our school.”
  • “I can’t thank you enough for the Wellness Wheel and all that went with it. I used it with my Management class and homeroom group. I still have all the material. It is so good.”
  • “I love the way you integrate your philosophy of holistic health in what you do everyday. . . swimming, “Morven’s Moments” at staff meetings, humour, healthy eating.”
  • “Many thanks for the excellent presentation to the CAPP (Career and Personal Planning) teachers. This will help us to link the concept of wellness into the delivery of CAPP.”
  • “The presentation about your comprehensive school health story provided renewed energy and excitement for this worthwhile cause.” (CAPP coordinator)
  • “I am becoming a teacher at Lansdowne Secondary. I was happy to hear that you were still doing Wellness Week – that was such fun when we did it at Oak Bay.” (former student)
  • “The ‘Reynolds Project’ has obviously been an ambitious and successful endeavor for a large group of diverse and committed community partners.” (Assistant Superintendent, SD 61)
  • “I highly recommend the ‘Wellness: A Question of Balance’ Resource to anyone whose focus is on making a difference in the health and well being of the population at large.” (Healthy Schools Coordinator, SD #61)

From Students (Grade 10)

Wellness wheel completed by a senior student.

Wellness wheel completed by a senior student.

Responding to the statement “I learned that…”

  • “If one spoke on my Wellness Wheel is not balanced, the Wheel won’t turn properly. I found this information useful. I liked learning about the different aspects of myself e.g. intellectual, spiritual and physical. This is important to me because it will help me to lead a healthy lifestyle in all aspects of my life.”
  • “Violence can be a problem and there are appropriate ways to act in certain situations. I should be eating healthier and should be more fit. I need to start thinking about my future. With the Wheel I should make mine more balanced.”
  • “I am an adaptable person and I am more in charge than I actually feel. I learned about depression, loss/hurt, and what happens.”
  • “There is a Wellness Wheel. If it is not balanced the ride will not be true.
  • “If one spoke is messed up, it messes up the whole Wellness Wheel. I also learned about how to lead a healthy and happy life – successfully – about myself and my state of mind, about health and well-being.”
  • “This is fun and educational.”
  • “A Wellness Wheel is able to break apart easily and is very fragile. A Wheel should be balanced which leads to a very good lifestyle.”
  • “A Wellness Wheel has several different components. If one thing is out of whack then it can screw everything. I should give each part of the Wheel equal attention.”
  • “You have to take care of yourself. You have to plan out your own life according to your choices and plans. I also learned that in relationships you have to make your own decisions and not let your companions control you. Also, if I ever need help or someone to talk to, I should go to the appropriate person. I should not be too shy.”
  • “You need to know what you stand for and how to get your message across and how to be proud of yourself.”
  • “It is easy to have stress and there are lots of things that are stressful in the world.”
  • “There are many more things to being well than I thought.”
  • “I have to trust my decisions and live life one day at a time.”
  • “I have a long way to reach my goals and need friends and family to get there. I am dependent and independent at the same time.”
  • “I need to realize who I am and want to be, even though I know what I want to do.”
  • “To be successful, you have to believe in yourself.”

 From Counselors

  • “As a First Nations Counselor I have adopted the Wellness Wheel Model to address the diverse needs of my students.  It encompasses all aspects of life and is not specific to any one culture or society. I not only encourage the students to use the Model, I use it in my own life as well.”
  • “I have found the framework useful in working with individual students struggling with lifestyle issues.”
  •  “The practical nature of the Wheel and the logical information on which it is based makes sense to students who are able to ‘see’ the choices they are making and can begin to implement productive changes in their day-to-day lives.”
  • “While using the Wellness Wheel with a group of young, single parent mothers, the largest learning curve came after drawing the Wheel and graphing where their “spokes” were placed. This provides a strong visual of how one’s Wheel really looks and often how far they are from achieving balance in their lives.”
  • “The activities and dialogue keeps participants engaged, intrigued and excited.”
  • “I have seen the Wellness Wheel applied in group counseling, classrooms and staff training.  The flexibility is what makes the program so unique.”

From School Nurses

  • “As Public Health Nurses we use the Wellness Wheel concept as a theoretical model to help individuals, families and communities attain their goals of wellness. We so appreciate the Wellness Wheel with its hub of personal responsibility.”
  • “The holistic wheel with eight spokes and its rim of spirituality is a wonderful assessment tool.”

From School Health Coordinator

  • “The Model speaks to young people about taking responsibility for their own health and well-being. The Wheel metaphor is practical and easily understood by any age and could be adapted to a wide range of learning styles. The student-friendly ideas can easily be integrated into curriculum and extra-curricular health promoting lessons and activities. It builds on all of the principles of health promotion.”

From University Counseling Program Dean

  • “Having witnessed the evolution of the program over the last few years, I am truly impressed with the quality of the Resource. Everything is clearly presented and practical. I can envision a variety of uses in regular classrooms and small groups as well as other community programs.”

From Supported Apartment Living (SAL) Program, Victoria BC

  • “What I liked about Morven’s workshops is that they gave me a good look at my life and what I could do to take care of myself more. I really need to work on my relationships and stress management. Morven’s workshops helped me focus in on those areas and think of ways that I could improve them.” SA, SAL participant
  • “We asked Morven Inglis to modify her series of workshops on Wellness for the individuals we support in our program who have developmental disability. Morven provided a well thought out program with hands-on activities that met the needs of our group of learners. Her presentation stimulated conversation, problem-solving and creative solutions with our group, many of whom are non-readers. All of the participants went away with a greater sense of how to grow in different areas of their lives.” Jenny, SAL Director