Abstract
The purpose of this paper is to introduce various types of studies from Japan and abroad on the Sense of Coherence (SOC) as a stress-coping ability, and to make suggestions for the development of intervention strategies aimed to strengthen SOC. The first intervention program aimed to strengthen SOC was developed by Langeland’s research team in 2007. There are three distinctive characteristics of their program. First, the program strongly emphasizes that participants increase their awareness of their own potential, both internal and external resources, and their ability to use them. Second, it emphasizes the talk therapy style by the nurse group leader as a facilitator. They are expected to treat participants with respect and unconditional positive regard. Third, participants’ daily experience is used for the topic and material of the program. The Chronic Disease Self-Management Program (CDSMP) in Japan, which the authors have studied, also strengthened participants’ SOC. This can be explained by the fact that CDSMP has the same characteristics as the Langeland program. Studies on workplace conditions that can enhance workers’ SOC are extremely important, as they suggest the possibility of changing the work environment, in addition to the attempt to directly change workers. These studies have suggested that the workplace with greater job discretion, good communication, a supportive atmosphere, and respect shown to workers is likely to enhance workers’ SOC. Qualitative studies are also found to be extremely important for the development of intervention strategies. These can vividly describe what SOC is, how it can change, and under what conditions and experience. The knowledge gained from such studies can be of immediate use for practice and care policies.
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Yamazaki, Y., Togari, T., Sakano, J. (2011). Toward Development of Intervention Methods for Strengthening the Sense of Coherence: Suggestions from Japan. In: Muto, T., Nakahara, T., Nam, E.W. (eds) Asian Perspectives and Evidence on Health Promotion and Education. Springer, Tokyo. https://doi.org/10.1007/978-4-431-53889-9_12
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DOI: https://doi.org/10.1007/978-4-431-53889-9_12
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