HOW TO CONSTRUCT A SALUTOGENIC
FRAMEWORK FOR ADOLESCENT
HEALTH
TROLLHÄTTAN 30.05.2011
BENGT LINDSTRÖM
FOLKHÄLSAN RESEARCH CENTER
FINLAND
SALUTOGENESIS
Sometimes you need new concepts to understand the meaning
of old concepts.
Only then you can have a new look at the original and understand the
old better
(HEIDEGGER and WITTGESTEIN)
EXAMPLES: FREUD
ANTONOVSKY:
SALUTOGENESIS: A NEW APPROACH TO HEALTH
ADOLESCENCE
DEFINITIONS:
Quoting Wikipedia:
“Adolescence is defined as (from Latin:
adolescere meaning "to grow up" is a
transitional stage of physical and mental human
development generally occurring between
puberty and legal adulthood
(age of majority)
WHO:
“Adolescents – young people between the ages of 10 and 19 years – are
often thought of as a healthy group.
BUT:
Nevertheless, many adolescents do die prematurely due to accidents,
suicide, violence, pregnancy related complications and other illnesses
that are either preventable or treatable. Many more suffer chronic illhealth and disability. In addition, many serious diseases in adulthood
have their roots in adolescence. For example, tobacco use, sexually
transmitted infections including HIV, poor eating and exercise habits, lead
to illness or premature death later in life.”
The UN CRC
It is important to note the period of
adolescence falls under the UN Convention on
the Rights of the Child giving the adolescent
the right to be treated as an active
participating subject with an inherent right to
life concluding that all activities in society
should align to the Best interest of the Child or
Adolescent
• What makes children and young people healthy, happy and well-adjusted?
– Safe, stimulating environment -- home, school, neighbourhood
– Good food, sleep, exercise, play, immunisation, medical care
– Unconditional loving attention, praise, positive regard, encouragement
– Acceptance for who they are
– Encouragement to develop skills, talents, interests, exploration, inclusion, empathy
– Rich and responsive language environment, fostering of cultural development
– Celebration of developmental advances
– Boundaries and supervision, discipline, stable & predictable living conditions
(Maurice Mittelmark, IUHPE GWG Salutogenesis Symposium Geneva 2010)
HEALTH PROMOTION
The Genetic Code:
HPITPEPTGCOTHDTIT
HIORTBEATLAAAPL
...OR(next slide):
A LOGIC MODEL FOR HEALTH PROMOTION AND
SALUTOGENESIS:
HP = (SAL + QoL) HR
HP: Health Promotion according to the Ottawa Charter
SAL: Salutogenesis
QoL: Quality of life
HR: Human Rights
WHAT DO WE KNOW ABOUT THE
OVERALL OUTCOME OF
SALUTOGENESIS IN A LIFE SPAN
PERSPECTIVE?
HOW DO WE PUT THIS KNOWLEDGE
INTO THE LIFE OF THE ADOLESCENT
OUR OWN METAPHORS: HEALTH IN THE RIVER OF LIFE
THE UMBRELLA
The special features of adolescence
Because adolescence can be seen as a transitional period there are
people who see the only value of the adolescence as a transition from
childhood into adulthood. The reason for this is there is no other period
in life where there are so many changes happening over a short period
of time.
This also creates some difficulties using a definition of adolescence
related to chronological age. There are for instance huge chronological
developmental differences between males and females at certain ages
instance and it would therefore probably be better to use a
developmental definition of adolescence focusing on certain
developmental “tasks”. It would not be difficult to find arguments for
such approaches in one of the most important institutions related to
adolescence, schools. However, this would create other practical
problems. It is further important to understand that adolescence cannot
be seen as only a transitional period in life. Adolescence has an intrinsic
value in itself forming a permanent group in society.
HOW TO CREATE A SALUTOGENIC
MODEL FOR ADOLESENCE
WHAT ABOUT THE EGG - THE FAMILY AND THE CONTEXT
WHAT ABOUT THE CATERPILLAR - GROWTH?
WHAT ABOUT THE COCOON - MENTAL/EXISTENTIAL
WHAT ABOUT THE BUTTERFLY ITSELF
The Context: CONNECTEDNESS BOB BLUM
Best Practice Sessions LENNEKE VAANDRAGEN and
GEIR A ESPNES
Adolescence, Gender: ANTONY MORGAN
MONICA ERIKSSON
Culture, Conflict: SHIFRA SAGY
Quality of Life: CHARLI ERIKSSON
Learning: BJARNE BRUUN JENSEN
THANK YOU