Health strategies and reservoirs of knowledge among adolescents in Denmark

Abstract

This article presents selected results of qualitative research into perceptions of health among adolescents. Pupils (N = 108) in the age 13-15 years from nine schools in four different municipalities in Denmark have been interviewed. An analytic strategy that combines knowledge research with systems theory is developed and used for the empirical analyses. The conclusions are focused on health-identities and health-strategies. Young people live their lives 'here and now' and it is hard for them to imagine how damaging the consequences of not taking risk-factors seriously can be. They cannot really relate to the diseases and it is therefore difficult for them to actively affect the different determinants. The adolescents feel that a lot of information and teaching is being directed towards them. They face an abundance of communication about health and information directed at their presumed risk-behaviour. They often experience saturation and lose both interest and focus. They reject patronizing or negative knowledge and generally express a desire to know more about the things that make life fun and positive. They feel that the knowledge directed at them must be more concrete and personally relevant for them. Finally, the adolescents are aware that they are influenced by their friends both positively and negatively. Indeed, they are concerned about the way they are being taught about health in school and desirous to learn more.

Nutidig mental sundhedsfremme i et historisk Mind-Cure perspektiv

“…I en britisk forskningsrapport, der bygger på en omfattende empirisk undersøgelse af mental sundhed blandt aeldre, karakteriseres mental sundhed ved, at man: udvikler sig følelsesmaessigt, kreativt, intellektuelt og spirituelt; tager initiativ til, udvikler og bevarer gensidigt tilfredsstillende personlige relationer; ser problemer i øjnene, løser dem og laerer af dem; er tillidsfulde og sikre på sig selv; er opmaerksomme på andre og føler med dem; kan vaere alene og nyde det; kan lege og more sig og le både af sig selv og af verden (Lee, 2006). Mental sundhed blandt børn og unge defineres eksempelvis som evnen til -aktivt og med succes -at handle ud fra positive selvbilleder og vaere socialt anerkendt og inkluderet i de sammenhaenge, de indgår i -vel at maerke sammenhaenge, der er gavnlige og fremmer deres personlige og alsidige udvikling (Paulus, 2009;Weare, 2000;Wistoft, 2010Wistoft, , 2012Wistoft & Grabowski, 2010).…”

Health Identity: Theoretical and empirical development of a health education concept

“…In school-based approaches to health education, it is often difficult to present health messages in ways children and adolescents accept as relevant, authentic and meaningful (Grabowski, 2013a;Grabowski & Rasmussen, 2014a;Wistoft, 2010). This often results in misconceived campaigns and approaches that have little or no effect on acquisition of health knowledge or changes in health behaviour.…”

Parkour as Health Promotion in Schools: A Qualitative Study Focusing on Aspects of Participation

“…It is often found difficult to present health education, physical education and health-information in ways that seem relevant, authentic and meaningful to children and adolescents (Peters et al, 2009;Petraglia, 2009;Wistoft, 2010;Grabowski & Rasmussen, 2014). Children and adolescents request activities where they can participate actively and where they can relate the content of the activities and the presented information to their own lives.…”

“…Children and adolescents request activities where they can participate actively and where they can relate the content of the activities and the presented information to their own lives. The activities and information has to seem relevant and meaningful to them (Wistoft, 2010).…”