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How Kids Understand Health and Illness: Some Reflections from and for the Theory of Social Representations 900
Aim M.-A.
PhD student, University of Aix-Marseille, Laboratory of Social Psychology, Aix-en-Provence, France
e-mail: marie-anastasie.aim@univ-amu.fr Dany L.
Doctor of Psychology, Research Director, Professor, University of Aix–Marseille, Laboratory of Social Psychology, Aix-en-Provence, France
e-mail: lionel.dany@univ-amu.fr Dvoryanchikov N.V.
PhD in Psychology, Dean, Faculty of Legal and Forensic Psychology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-1462-5469
e-mail: dvorian@gmail.com Bovina I.B.
Doctor of Psychology, Associate Professor, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-9497-6199
e-mail: innabovina@yandex.ru
The purpose of the article is twofold: 1) to argue about utility and advantages of the social representational perspective applied to the field of health and illness in case of children, 2) to discuss the potential and fertility of cultural-historical psychology for the development of the theory of social representations (SRs). The studies concerning the children’s understanding of health and illness are analysed. The limitations of the perspective to study mental representations of health and illness are revealed. The relevance and thepotential of the theory of SRs on the problem of children’s understanding of health and illness are discussed. The article reviews the four main theoretical approaches to SRs analysis. It is highlighted that genesis of the SRs is a zone of proximal development (or better to say zona blizhaishego razvitia) of the theory of SRs. The final part of the article dwells on the main points of the cultural-historical psychology in order to reveal some insights for the development of the theory of SRs.
One of the main reasons for this research interest is that
childhood and adolescence are the periods when habits and attitudes towards
health and healthy life style, illness, risk and risky behaviour are formed.
Therefore, educational programs need to take into account how children and
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