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Child and Youth Health Literacy: A Conceptual Analysis and Proposed Target-Group-Centred Definition

Author

Listed:
  • Janine Bröder

    (Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany)

  • Orkan Okan

    (Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany)

  • Torsten M. Bollweg

    (Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany)

  • Dirk Bruland

    (Institute for Education and Care research in the health sector (InBVG), University of Applied Sciences Bielefeld, 33619 Bielefeld, Germany)

  • Paulo Pinheiro

    (Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany)

  • Ullrich Bauer

    (Centre for Prevention and Intervention in Childhood and Adolescence (CPI), Bielefeld University, 33615 Bielefeld, Germany)

Abstract

(1) Background: This article adopts an interdisciplinary perspective to analyse, examine, and reflect upon prominent health literacy (HL) understandings in childhood and youth. (2) Method: The conceptual analysis combined Rodgers’ and Jabareen’s approaches to conceptual analysis in eight phases. (3) Results: First, we present exploratory entry points for developing a child-specific HL understanding based on the six dimensions of a ‘health-literacy 6D model’. Second, we describe and reflect upon five meta-level dimensions covering the HL definitions and models for children and youth found in the conceptual analysis. Third, we integrate our findings into a target-group-centred HL definition for children and youth. (4) Discussion/Conclusion: This article raises awareness for the heterogeneity of the current conceptual HL debate. It offers a multidisciplinary approach for advancing the existing understanding of HL. Four recommendations for future actions are deduced from the following four principles, which are inherent to the proposed target-group-centred HL definition: (a) to characterize HL from an asset-based perspective, (b) to consider HL as socially embedded and distributed, (c) to recognize that HL develops both in phases and in flexible ways, and (d) to consider the multimodal nature of health-related information. Further research is necessary to test the feasibility and applicability of the proposed definition and conceptual understanding in both research and practice.

Suggested Citation

  • Janine Bröder & Orkan Okan & Torsten M. Bollweg & Dirk Bruland & Paulo Pinheiro & Ullrich Bauer, 2019. "Child and Youth Health Literacy: A Conceptual Analysis and Proposed Target-Group-Centred Definition," IJERPH, MDPI, vol. 16(18), pages 1-17, September.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:18:p:3417-:d:267201
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    References listed on IDEAS

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    1. Imelda Coyne, 2006. "Consultation with children in hospital: children, parents’ and nurses’ perspectives," Journal of Clinical Nursing, John Wiley & Sons, vol. 15(1), pages 61-71, January.
    2. Nutbeam, Don, 2008. "The evolving concept of health literacy," Social Science & Medicine, Elsevier, vol. 67(12), pages 2072-2078, December.
    3. Maricel G. Santos & Anu L. Gorukanti & Lina M. Jurkunas & Margaret A. Handley, 2018. "The Health Literacy of U.S. Immigrant Adolescents: A Neglected Research Priority in a Changing World," IJERPH, MDPI, vol. 15(10), pages 1-18, September.
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    3. Tessa Schulenkorf & Kristine Sørensen & Orkan Okan, 2022. "International Understandings of Health Literacy in Childhood and Adolescence—A Qualitative-Explorative Analysis of Global Expert Interviews," IJERPH, MDPI, vol. 19(3), pages 1-19, January.
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    5. Catherine L. Jenkins & Susie Sykes & Jane Wills, 2022. "Public Libraries as Supportive Environments for Children’s Development of Critical Health Literacy," IJERPH, MDPI, vol. 19(19), pages 1-14, September.
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