A new life in Norway: the adaptation experiences of unaccompanied refugee minor girls

Introduction In recent times, record numbers of unaccompanied refugee minors (URMs) have settled in Norway. Many researchers have investigated the myriad challenges URMs face when settling in the countries of refuge, but fewer have focused on the strategies they use and resources they draw upon. Moreover, the dominant focus is on unaccompanied minor boys’ experiences because they are overrepresented in this group. Unaccompanied minor girls are therefore less visible within URM research. The aim of our study was to explore the experiences of URM girls’ adaptation to life in Norway focusing on their strengths, and to examine the social and structural factors that influence settlement. Method This was a qualitative study and data was collected by conducting narrative interviews with six girls/young women aged between 15 and 20, who came to Norway as unaccompanied refugee minors. We applied a resource-based approach by using resilience and acculturation as our analytical framework. Findings Participants in our study had adapted well to their new lives in Norway, based on academic, social and linguistic success. They exhibited strengths through actively gaining skills and building networks to help them to adapt to a new life in Norway. However, some of them experienced tension between the need to belong, which meant adopting an assimilation acculturation strategy and the need to hold onto their own cultural identity, an integration strategy. Conclusion URM girls/ young women may have a greater need for emotional connection and support from female caregivers during the settlement. It is important that more research is done that highlights the gender dimension of URMs’ girls/ young women’s experiences during settlement to make sure that their needs are adequately catered for.publishedVersio

Norwegian music students’ perceptions and experiences of challenges and resources for health

Introduction: Music students in higher education experience health-related challenges linked to practice and performance, while an understanding of these challenges and access to resources to deal with them are required to promote the students´ health. Health literacy and health education are integral parts of health promotion and resources for health, which encompasses health-related knowledge and competence aiming to improve health. The aim of this study was to explore Norwegian music students’ perceptions and experiences of resources and challenges for health and address the following research question: What health-related challenges do music students in higher music education meet, and what health promoting resources do they need and use to deal with these challenges and promote their health? Methods: We conducted a qualitative study including three focus group interviews with 13 music students aged between 19 and 31 years studying classical, folk, jazz or rhythmic genres from five different music departments in Norwegian universities. The Salutogenic model of health was used as theoretical framework and a few questions regarding the concept of health literacy were included in the interviews. We used thematic network analysis to analyze the data. Results: Main health challenges were related to performance pressure and difficulties implementing good health habits in the students` daily lives. Furthermore, the findings revealed several resources that promoted the students’ health: (1) Personal resources included situational understanding, using adequate coping strategies, high motivation and participating in regular physical activity. (2) Social resources involved an understanding of the importance of social support from peers and teachers and synergy created between themselves and the audience through sharing of music. (3) Environmental resources were linked to access to good rehearsal rooms. The music students expressed a need for increased competence in health promoting routines during practice and performance and suggested that health-related topics should be an integrated part of education.publishedVersio

Norwegian music students’ perceptions and experiences of challenges and resources for health

IntroductionMusic students in higher education experience health-related challenges linked to practice and performance, while an understanding of these challenges and access to resources to deal with them are required to promote the students´ health. Health literacy and health education are integral parts of health promotion and resources for health, which encompasses health-related knowledge and competence aiming to improve health. The aim of this study was to explore Norwegian music students’ perceptions and experiences of resources and challenges for health and address the following research question: What health-related challenges do music students in higher music education meet, and what health promoting resources do they need and use to deal with these challenges and promote their health?MethodsWe conducted a qualitative study including three focus group interviews with 13 music students aged between 19 and 31 years studying classical, folk, jazz or rhythmic genres from five different music departments in Norwegian universities. The Salutogenic model of health was used as theoretical framework and a few questions regarding the concept of health literacy were included in the interviews. We used thematic network analysis to analyze the data.ResultsMain health challenges were related to performance pressure and difficulties implementing good health habits in the students` daily lives. Furthermore, the findings revealed several resources that promoted the students’ health: (1) Personal resources included situational understanding, using adequate coping strategies, high motivation and participating in regular physical activity. (2) Social resources involved an understanding of the importance of social support from peers and teachers and synergy created between themselves and the audience through sharing of music. (3) Environmental resources were linked to access to good rehearsal rooms. The music students expressed a need for increased competence in health promoting routines during practice and performance and suggested that health-related topics should be an integrated part of education

Black Lives Matter in health promotion: moving from unspoken to outspoken

Racism is a public health crisis. Black communities (including Africans, the African diaspora and people of African descent) experience worse health outcomes as demonstrated by almost any measure of health and wellbeing—e.g. life expectancy; disease prevalence; maternal mortality rates. While health promotion has its foundation in promoting equity and social justice, it is clear that however well-intended, we are not affecting meaningful change for Black communities quickly enough. Through this article, we outline the intersection of social determinants of health and anti-Black racism. We describe how in the first 8 months of 2020 Black communities around the globe have been disproportionately affected by COVID-19, while also having to respond to new instances of police brutality. We assert that the time has come for health promotion to stop neutralizing the specific needs of Black communities into unspoken ‘good intentions’. Instead, we offer some concrete ways for the field to become outspoken, intentional and honest in acknowledging what it will take to radically shift how we promote health and wellbeing for Black people.publishedVersio

Re-envisioning health promotion: Thinking and acting salutogenically towards equity for historically resilient communities

This paper explores how the salutogenic theory can enable us to re-envision health promotion work with marginalized communities, towards an approach that acknowledges and honours their resilience. We use the three core concepts in Antonovsky’s salutogenic model of health – sense of coherence, generalized resistance resources and specific resistance resources – to explore the theory’s relevance to health equity, thus presenting new opportunities for how we might radically re-evaluate current health promotion approaches. We conclude that a more equitable health promotion requires increased participation of marginalized communities in shaping their futures and suggest a new model for historically grounded salutogenic health promotion.publishedVersio

A new life in Norway: the adaptation experiences of unaccompanied refugee minor girls

Introduction In recent times, record numbers of unaccompanied refugee minors (URMs) have settled in Norway. Many researchers have investigated the myriad challenges URMs face when settling in the countries of refuge, but fewer have focused on the strategies they use and resources they draw upon. Moreover, the dominant focus is on unaccompanied minor boys’ experiences because they are overrepresented in this group. Unaccompanied minor girls are therefore less visible within URM research. The aim of our study was to explore the experiences of URM girls’ adaptation to life in Norway focusing on their strengths, and to examine the social and structural factors that influence settlement. Method This was a qualitative study and data was collected by conducting narrative interviews with six girls/young women aged between 15 and 20, who came to Norway as unaccompanied refugee minors. We applied a resource-based approach by using resilience and acculturation as our analytical framework. Findings Participants in our study had adapted well to their new lives in Norway, based on academic, social and linguistic success. They exhibited strengths through actively gaining skills and building networks to help them to adapt to a new life in Norway. However, some of them experienced tension between the need to belong, which meant adopting an assimilation acculturation strategy and the need to hold onto their own cultural identity, an integration strategy. Conclusion URM girls/ young women may have a greater need for emotional connection and support from female caregivers during the settlement. It is important that more research is done that highlights the gender dimension of URMs’ girls/ young women’s experiences during settlement to make sure that their needs are adequately catered for

Intergenerational perspectives on refugee children and youth's adaptation to life in Norway

Refugees from the Global South face many challenges when they arrive in Europe, not least having their subjectivities and beliefs questioned as part of requests for them to adapt to the norms of the destination context. Although there has been much critical research on migrant integration and adaptation, few of these studies have used an intergenerational lens to investigate the experiences of refugee children and youth. This article addresses this research gap using a social navigation theoretical framework and qualitative data obtained from focus group discussions with Eritrean and Afghan unaccompanied minors, young adults, and parents. The findings demonstrate how challenges and resources associated with adaptation identified across generations were related to (a) the frequency and nature of interactions between refugees, their compatriots, and Norwegians; (b) learning the Norwegian language; (c) comprehension of Norway's bureaucratic welfare systems; and (d) accepting Norwegian cultural values while maintaining transnational cultural ties. Notably, unaccompanied minors, young adults, and parents all navigated dual cultures as part of efforts to achieve normative Norwegian markers of successful migrant adaptation. Significantly, the older generational groups had the most difficulty “breaking” into Norwegian society. Overall, it is argued that to understand better the challenges migrants face when they are required to adapt to a new life in a destination context and the implications of these challenges for their aspirations, it is important to include both a focus on how they move through the society (social navigation) and the interactivity between generations (intergenerational perspective)

Intergenerational perspectives on refugee children and youth's adaptation to life in Norway

Refugees from the Global South face many challenges when they arrive in Europe, not least having their subjectivities and beliefs questioned as part of requests for them to adapt to the norms of the destination context. Although there has been much critical research on migrant integration and adaptation, few of these studies have used an intergenerational lens to investigate the experiences of refugee children and youth. This article addresses this research gap using a social navigation theoretical framework and qualitative data obtained from focus group discussions with Eritrean and Afghan unaccompanied minors, young adults, and parents. The findings demonstrate how challenges and resources associated with adaptation identified across generations were related to (a) the frequency and nature of interactions between refugees, their compatriots, and Norwegians; (b) learning the Norwegian language; (c) comprehension of Norway's bureaucratic welfare systems; and (d) accepting Norwegian cultural values while maintaining transnational cultural ties. Notably, unaccompanied minors, young adults, and parents all navigated dual cultures as part of efforts to achieve normative Norwegian markers of successful migrant adaptation. Significantly, the older generational groups had the most difficulty “breaking” into Norwegian society. Overall, it is argued that to understand better the challenges migrants face when they are required to adapt to a new life in a destination context and the implications of these challenges for their aspirations, it is important to include both a focus on how they move through the society (social navigation) and the interactivity between generations (intergenerational perspective)

Black Lives Matter in health promotion: moving from unspoken to outspoken

Racism is a public health crisis. Black communities (including Africans, the African diaspora and people of African descent) experience worse health outcomes as demonstrated by almost any measure of health and wellbeing—e.g. life expectancy; disease prevalence; maternal mortality rates. While health promotion has its foundation in promoting equity and social justice, it is clear that however well-intended, we are not affecting meaningful change for Black communities quickly enough. Through this article, we outline the intersection of social determinants of health and anti-Black racism. We describe how in the first 8 months of 2020 Black communities around the globe have been disproportionately affected by COVID-19, while also having to respond to new instances of police brutality. We assert that the time has come for health promotion to stop neutralizing the specific needs of Black communities into unspoken ‘good intentions’. Instead, we offer some concrete ways for the field to become outspoken, intentional and honest in acknowledging what it will take to radically shift how we promote health and wellbeing for Black people

Re-envisioning health promotion: Thinking and acting salutogenically towards equity for historically resilient communities

This paper explores how the salutogenic theory can enable us to re-envision health promotion work with marginalized communities, towards an approach that acknowledges and honours their resilience. We use the three core concepts in Antonovsky’s salutogenic model of health – sense of coherence, generalized resistance resources and specific resistance resources – to explore the theory’s relevance to health equity, thus presenting new opportunities for how we might radically re-evaluate current health promotion approaches. We conclude that a more equitable health promotion requires increased participation of marginalized communities in shaping their futures and suggest a new model for historically grounded salutogenic health promotion