Specific Resistance Resources in the Salutogenic Model of Health

Mittelmark, Maurice B.; Daniel, Marguerite; Urke, Helga Bjørnøy

doi:10.1007/978-3-030-79515-3_13

Cited by 6 publications

(6 citation statements)

References 31 publications

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“…We held the FGDs and the interviews in September 2021. We used interview guides based on the theoretical framework of salutogenesis for both the FGDs and the interviews ( Eriksson, 2022 ; Mittelmark et al , 2022 ) ( Supplementary File 1 ). For the FGDs, we used a visual timeline (printed and displayed in large) on the course of the COVID-19 pandemic and concomitant measures in the Netherlands to guide discussion and elicit thought on change in resources and stressors over time ( Supplementary File 2 ).…”

Section: Methodsmentioning

confidence: 99%

“…the resources that enable people to successfully cope with life’s stressors ( Antonovksy, 1987 ; Mittelmark, 2021 ), such as stressor exposure caused by the COVID-19 pandemic. Central concepts in the SMH are: The Sense of Coherence (SOC), General Resistance Resources (GRRs), and Specific Resistance Resources (SRRs) ( Eriksson, 2022 ; Mittelmark et al , 2022 ). People with a strong SOC understand the stressors they are faced with ( comprehensibility –a knowledge component), feel that they possess the resources to deal with the stressors ( manageability –a behavioral component), and have a strong sense that their lives have enough meaning as to deal with the stressor ( meaningfulness –an emotional–motivational component) ( Antonovsky, 1993 ; Mana et al , 2019 ; Eriksson and Contu, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…The GRRs can be material, such as having money to provide for one’s life, or non-material, such as knowledge or skills ( Antonovsky, 1987 ; Mittelmark, 2021 ). Besides GRRs, SRRs are more specific resources for certain stressors ( Mittelmark et al , 2022 ), for example hygiene measures to prevent getting infected by the COVID-19 virus. A strong SOC enables people to adaptively use GRRs/SRRs to cope with stressors, which subsequently strengthens their SOC and supports the maintenance of their health and well-being ( Braun-Lewensohn and Sagy, 2011 ; Mittelmark, 2021 ; Eriksson, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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Exploring experiences with stressors and coping resources among Dutch socioeconomic groups during the COVID-19 pandemic

Kamp

Torensma

Vader

et al. 2023

Health Promotion International

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Summary The COVID-19 crisis impacts populations globally. This impact seems to differ for groups with low- and high-socioeconomic status (SES). We conducted a qualitative study in the Netherlands using a salutogenic perspective to examine experiences with stressors and coping resources during the pandemic among both SES groups to gain insight on how to promote the health and well-being of these groups. We conducted 10 focus group discussions and 20 interviews to explore the experiences, including resources and stressors, of respondents from low- (N = 37) and high-SES (N = 38) groups (25–55 years, Dutch speaking). We analyzed the findings at individual, community, and national levels. The results show that coping depends on government-imposed measures and the way individuals handle these measures; restriction to the home context with positive and negative consequences for work and leisure; psychological negative consequences and resourcefulness; and social effects related to unity (e.g. social cohesion or support) and division (including polarization). Respondents with lower SES expressed more problems with COVID-19 measures and experienced more social impact in their neighborhood than those with higher SES. Where low-SES groups especially mentioned the effects of staying at home on family life, high-SES groups mentioned effects on work life. At last, psychological consequences seem to differ somewhat across SES groups. Recommendations include consistent government-imposed measures and government communication, support for home schooling children, and strengthening the social fabric of neighborhoods.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring experiences with stressors and coping resources among Dutch socioeconomic groups during the COVID-19 pandemic

Kamp

Torensma

Vader

et al. 2023

Health Promotion International

View full text Add to dashboard Cite

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“…Los RER son recursos limitados por el contexto, que pueden actuar para hacer frente a un factor estresante determinado. Cuando los RGR se complementan con los RER se logra una mejor capacidad para enfrentar situaciones estresantes, y la tensión causada por el estrés no se vuelve debilitante (14,17).…”

Section: Recursos Generalizados Y Específicos De Resistencia (Rgr Y R...unclassified

Modelo sinérgico de salud: una integración de la salutogénesis y el modelo de activos para la salud

et al. 2023

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Se propone un “modelo sinérgico” para avanzar en la integración de elementos clave de la salutogénesis y el modelo de activos para la salud, utilizando como marco para esta articulación la teoría bioecológica de Bronfenbrenner. El sentido de coherencia es clave para facilitar la transformación de recursos potenciales en activos disponibles, produciendo un desarrollo positivo de la salud. El modelo sinérgico puede aportar a la contextualización de las ideas en políticas y prácticas de salud pública, fortaleciendo la dimensión salud-bienestar y contribuyendo al desarrollo de modelos de salud más integrados y colectivos.

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“…The salutogenic theory is backed by evidence showing that people with a stronger SOC more easily cope with stress, seek resources and see solutions in challenging situations (Haugan & Eriksson, 2021;Mittelmark et al, 2017). Studies involving students in upper secondary school have revealed that SOC is also related to performance (Kristensson & Öhlund, 2005;Torsheim et al, 2001).…”

Section: Soc and Grrs Related To Learning And Vetmentioning

confidence: 99%

Sense of Coherence Among Apprentices in Vocational Education and Training in Norway: Exploring General Resistance Resources in Work-Based Learning

Hanssen

Utvær

2022

IJRVET

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Purpose: In the face of constant and rapid development achieving a work–life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: Sense of coherence (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points—at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive–inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals.

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Specific Resistance Resources in the Salutogenic Model of Health

Cited by 6 publications

References 31 publications

Exploring experiences with stressors and coping resources among Dutch socioeconomic groups during the COVID-19 pandemic

Exploring experiences with stressors and coping resources among Dutch socioeconomic groups during the COVID-19 pandemic

Modelo sinérgico de salud: una integración de la salutogénesis y el modelo de activos para la salud

Sense of Coherence Among Apprentices in Vocational Education and Training in Norway: Exploring General Resistance Resources in Work-Based Learning

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