TY - JOUR

T1 - Gesundheitskompetentes Handeln von chronisch kranken Jugendlichen und jungen Erwachsenen in berufsbildenden Settings ermöglichen

T2 - ein typenbildendes Verfahren

AU - Michele, Janine

AU - Gillen, Julia

N1 - Publisher Copyright: © The Author(s) 2024.

PY - 2024/5/24

Y1 - 2024/5/24

N2 - Background: So far, young adults with chronic conditions are barely considered in the institutional settings of vocational education and training (VET) contexts. However, at the same time, in addition to vocational action competences, they also need appropriate health literacy in order to adequately cope with their own condition in work-related contexts. Aim: Based on typological forms of health literate performance, implications are identified that can be used at an organizational level to create the framework for health literate behavior and to promote individual health literacy in VET contexts. The interviews are typologically analyzed using the documentary method. The reconstructive approach enables both the integration of lifeworld-specific perspectives and the interdisciplinary integration of public health and vocational education research approaches. Method: The study was based on 12 biographical interviews with chronically ill young adults (epilepsy and diabetes mellitus type 1). The reconstructive approach enables both the integration of lifeworld-specific perspectives and the interdisciplinary integration of public health and vocational education research approaches. Results and conclusion: It is possible to differentiate between four forms of performance as an expression of health literacy in educational and occupational contexts. Furthermore, it was possible to identify factors that function as conditions that promote success for health literate behavior on the individual and structural level. These in turn can be used as an opportunity to design VET settings in a way that promotes health literacy.

AB - Background: So far, young adults with chronic conditions are barely considered in the institutional settings of vocational education and training (VET) contexts. However, at the same time, in addition to vocational action competences, they also need appropriate health literacy in order to adequately cope with their own condition in work-related contexts. Aim: Based on typological forms of health literate performance, implications are identified that can be used at an organizational level to create the framework for health literate behavior and to promote individual health literacy in VET contexts. The interviews are typologically analyzed using the documentary method. The reconstructive approach enables both the integration of lifeworld-specific perspectives and the interdisciplinary integration of public health and vocational education research approaches. Method: The study was based on 12 biographical interviews with chronically ill young adults (epilepsy and diabetes mellitus type 1). The reconstructive approach enables both the integration of lifeworld-specific perspectives and the interdisciplinary integration of public health and vocational education research approaches. Results and conclusion: It is possible to differentiate between four forms of performance as an expression of health literacy in educational and occupational contexts. Furthermore, it was possible to identify factors that function as conditions that promote success for health literate behavior on the individual and structural level. These in turn can be used as an opportunity to design VET settings in a way that promotes health literacy.

KW - Documentary method

KW - Health literacy

KW - Occupational socialization

KW - Students

KW - VET-Schools

UR - http://www.scopus.com/inward/record.url?scp=85194400960&partnerID=8YFLogxK

U2 - 10.1007/s11553-024-01134-y

DO - 10.1007/s11553-024-01134-y

M3 - Artikel

AN - SCOPUS:85194400960

JO - Pravention und Gesundheitsforderung

JF - Pravention und Gesundheitsforderung

SN - 1861-6755

ER -