Salutogenesis and Psychoeducation. Two evidence-based Italian approaches to promote mental health

Author/s Franco Veltro
Publishing Year 2019 Issue 2019/1
Language Italian Pages 13 P. 107-119 File size 1814 KB
DOI 10.3280/RSF2019-001007
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The salutogenesis model supports and/or promotes health and wellbeing. Antonovsky conceived this model as an alternative to the medical model focused on pathogenesis. This approach is useful in all areas of health care and essentially in health promotion. The most debated issues of this innovative paradigm - that orients practices - were the operational criteria for its implementation, and the evaluation of its effectiveness. These problems were addressed and obtained good results in the fields of prevention in medicine and promotion of well-being. In mental health, however, greater obstacles arose. In this field the theoretical interest has not yet received the attention and implementation consistent with the theoretical assumptions. In recent years, two promising and effective salutogenesis interventions were devised and implemented, using proven professional psychoeducational skills. The first intervention focuses on the promotion of mental health and the second on strengthening the abilities of people with severe mental disorder in order to improve their living conditions. The author, after a brief theoretical introduction, describes two case studies and the results obtained.

Keywords: Salutogenesis, Psychoeducational, Mental Health Promotion, Recovery.

  1. [1] World Health Organization. Ottawa Charter for Health Promotion, 1986. --, 1986.
  2. [2] Antonovsky A. Health, stress and coping. San Francisco: Jossey-Bass; 1979.
  3. [3] Magrin ME, Bruno C, Gheno S, Scrignaro M, Viganò V. The power of stress: A salutogenic model of intervention. In: Delle Fave A, ed. Dimension of wellbeing. Research and intervention. Milano: Franco Angeli; p. 470-488.
  4. [4] Jahoda M. (1958). Current concepts of positive mental health. New York: Basic Books; 1958.
  5. [5] Guerney B, Stollak G, Guerney L. The practicing psychologist as educator – an alternative to the medical practitioner model. Professional Psychology 1971; 2: 276-282.
  6. [6] Anderson CM, Gerard E, Hogarty GE, Reiss DJ. Family treatment of adult schizophrenic patients: a psycho-educational approach. Schizophrenia Bulletin 1980; 6: 490-505.
  7. [7] Falloon IR, Boyd JL, McGill CW, Razani J, Moss HB, Gilderman AM. Family management in the prevention of exacerbation of schizophrenia: a control study. The New England Journal of Medicine 1982; 17: 1437-40.
  8. [8] Antonovsky A. The structural resources of salutogenic strengths. In: Cooper CL & Payne R. ed. Personality and stress: Individual differences in the stress process. New York: L. Wiley; 1991
  9. [9] Antonovsky A. Complexity, conflict, chaos, coherence, coercion and civility. Social Science & Medicine 1993; 37: 969-981.
  10. [10] Landsverk SS & Kane CF. Antonovsky’s sense of coherence: theoretical basis of psychoeducation in schizophrenia. Issues in Mental Health Nursing 1998; 19: 419-431.
  11. [12] Falloon IRH. Intervento psicoeducativo integrato in psichiatria: guida al lavoro con le famiglie. Erickson: Trento; 1994.
  12. [13] Lindstrom B & Eriksson M. Salutogenesis. Journal of Epidemiology and Community Health 2005; 59: 440-442.
  13. [14] --
  14. [15] --
  15. [16] Veltro F, Vendittelli N, Pontarelli I, Pica A, Nicchiniello I. L’intervento psicoeducativo di Gruppo per il raggiungimento di Obiettivi (Inte.G.R.O.). Roma: Alpes; 2016.
  16. [17] Morosini PL, Magliano L, Brambilla L. VADO. Valutazione di abilità e definizione di obiettivi. Trento: Erickson; 1998.
  17. [18] Veltro F, Nicchiniello I, Pica A, Pontarelli I, Iannone C, Pontarelli C, Zappone L, Vendittelli N. Description and impact of a structured psychoeducational and salutogenetic approach (InteGRO) to support the recovery of people with severe mental disorders. Rivista di Psichiatria 2018; 53: 205-213. DOI: 10.1708/2954.29697
  18. [19] World Health Organization, Mental Health: New Understanding, New Hope, The World Health Report, World Health Organization, Geneva, Switzerland, 2001.
  19. [20] Barry MM, Clarke AM, Jenkins R, and Patel V. A systematic review of the effectiveness of mental health promotion interventions for young people in low and middle income countries. BMC Public Health 2013; 13-35.
  20. [21] Greenberg MT. School-based prevention: current status and future challenges. Effective Education 2010; 2: 27-52.
  21. [22] Jennings PA, Greenberg M. The prosocial classroom: teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research 2009; 79: 491-525.
  22. [23] World Health Organization, “Skills for Health: The WHO Information Series on School Health, Document 9,” 2003, --
  23. [24] International of Childrens Emergency Fund, Tech. Rep., United Nations International of Children’s Emergency Fund 2012; --
  24. [25] Leger L, Young I., Blanchard C, and Perry M. Promoting health in Schools: From Evidence to action. In: An International Union for Health Promotion and Education (IUHPE).
  25. [26] Kobau R, Seligman MEP, Peterson C, Diener E, Zack MM, Chapman D, and Thompson W. Mental Health Promotion in Public Health: Perspectives and Strategies: From Positive Psychology. American Journal of Public Health 2011; 101:e1-e9. DOI: 10.2105/AJPH.2010.300083
  26. [27] Botvin GJ & Griffin KW. Life skills training: empirical findings and future directions. Journal of Primary Prevention 2004; 25: 211-232.
  27. [28] Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD and Schellinger KB. The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 2011. 82: 405-432.
  28. [29] Mirabella F, Del Re D., Palumbo G., Cascavilla I., Gigantesco A. Manuale per la promozione della salute mentale, del benessere psicologico e dell’intelligenza emotiva nella scuola: valutazioni di gradimento e di utilità. Giornale Italiano di Psicopatologia 2010; 16: 362-369.
  29. [30] Gigantesco A, Del Re D, Cascavilla I, Palumbo G, De Mei B, Cattaneo C, Giovannelli I, Bella A. A Universal Mental Health Promotion Programme for Young People in Italy. BioMed Research International 2015; 345926. DOI: 10.1155/2015/345926.PMCID:PMC4561950
  30. [31] Veltro F, Ialenti V, Iannone C, Bonanni E, and Morales Garcìa MA., Promoting the psychological well-being of Italian youth: a pilot study of a high school mental health program. Health Promotion Practice 2015; 16: 169-75. DOI: 10.1177/1524839914533965
  31. [32] Veltro F, Ialenti V, Morales García MA, Iannone C, Bonanni E, Gigantesco A. Valutazione dell’impatto della nuova versione di un manuale per la promozione del benessere psicologico e dell’intelligenza emotiva nelle scuole con studenti di età 12-15 anni. Rivista di Psichiatria, 2015. DOI: 10.1708/1872.20452
  32. [33] Veltro F, Ialenti V, Morales García MA, Bonanni E, Iannone C, D’Innocenzo M, Gigantesco A. Promoting Mental Health in Italian Middle and High School: A Pilot Study. BioMed Research International, 2017; 2546862. DOI: 10.1155/2017/2546862
  33. [34] Enns J, Holmqvist M, Wener P, Halas G, Rothney J, Schultz A, Goertzen L, Katz A. Mapping interventions that promote mental health in the general population: A scoping review of reviews. Preventive Medicine 2016; 87: 70-80.
  34. [35] Langeland E and Vinje HF. The Application of Salutogenesis in Mental Healthcare Settings. In: Mittelmark MB, Sagy S, Eriksson M, Bauer GF, Pelikan JM, Lindström B and Espnes GA ed. Cham (CH), Springer; 2017.
  35. [36] World Health Organization. The new European policy for health – Health 2020. --,-Nov2011.pdf.
  36. [37] Gigantesco A, Pontarelli C, Veltro F; CBGI Italian Study Group. Psychoeducational group therapy in acute psychiatric units: creating a psychosocial culture. An update of spread and effectiveness of a psychosocial intervention in Italian psychiatric wards. Annali dell’Istituto Superiore di Sanità 2018; 54: 272-283. DOI: 10.4415/ANN_18_04_03
  37. Langeland, E, Riise T, Hanestad BR, Nortvedt MW, Kristoffersen K, Wahl AK. The effect of salutogenic treatment principles on coping with mental health problems–a randomised controlled trial. Patient Education and Counseling 2006; 62: 212-219.

Franco Veltro, Salutogenesi e Psicoeducativa. "Evidenze" per due interventi italiani per la Promozione della Salute Mentale in "RIVISTA SPERIMENTALE DI FRENIATRIA" 1/2019, pp 107-119, DOI: 10.3280/RSF2019-001007