El-Khodary Basel, Christensen Ingrid, Abou-Dagga Sanaa, Raji Shawqi, Lyden Susan
Department of Psychology, Islamic University Gaza, Gaza, Palestine.
Department of Educational Science, University of South-Eastern Norway, Kongsberg, Norway.
Front Psychol. 2021 Oct 26;12:761303. doi: 10.3389/fpsyg.2021.761303. eCollection 2021.
The current qualitative case study aims to explore and map the concepts and the conditions for providing psychosocial support in kindergarten across two vastly different countries, Palestine and Norway. The global challenge of providing psychosocial support toward children is increasingly acknowledged. Although education is described as crucial for psychosocial support from the health sector, studies dealing with the educational perspective on this topic are rare. Data from 26 participants (10 from Gaza, 10 from Hebron and 6 from Norway) were collected in qualitative semi-structured interviews. Despite vastly different contexts, the analysis showed some important common features. Kindergarten teachers in both countries link psychosocial support conceptually to psychological and emotional knowledge. The teachers in both countries are concerned about the psychosocial support being performed repeatedly in everyday situations, such as establishing routines, paying extra attention, and calming children and creating everyday safe spaces. They give detailed descriptions of the quality of their long-term, yet professional relations with the child. Time and space are crucial challenges in both countries, and they call for more knowledge on mental health. A main difference between the two countries was the role of the community and relation to parents. The Palestinian teachers defined psychosocial support as a "set of community services," the teachers were frustrated with the lack of parental collaboration. The Norwegian teachers downscaled or overlooked the importance of community or parents and community. The findings give overall presentations of the concepts and the conditions for providing psychosocial support in education Palestine and Norway. We argue that education not only represents sites for conducting health-directed interventions but represents important resources for developing the field of psychosocial support in collaboration with community services. Education - and especially kindergarten provides other values, knowledge, and structural resources for the development programs and knowledge on psychosocial support.
当前的定性案例研究旨在探索并梳理在巴勒斯坦和挪威这两个差异巨大的国家中，幼儿园提供心理社会支持的理念及条件。为儿童提供心理社会支持这一全球性挑战日益受到认可。尽管教育被视为卫生部门提供心理社会支持的关键要素，但从教育视角探讨该主题的研究却颇为罕见。通过定性半结构化访谈收集了26名参与者的数据（10名来自加沙、10名来自希伯伦、6名来自挪威）。尽管背景差异巨大，但分析显示出一些重要的共同特征。两国的幼儿园教师都在概念上将心理社会支持与心理和情感知识相联系。两国教师都关注在日常情境中反复实施心理社会支持，比如建立常规、给予额外关注、安抚儿童以及营造日常安全空间。他们详细描述了与孩子长期且专业的关系的质量。时间和空间在两国都是关键挑战，并且他们呼吁获取更多心理健康方面的知识。两国之间的一个主要差异在于社区的作用以及与家长的关系。巴勒斯坦教师将心理社会支持定义为“一系列社区服务”，教师们因缺乏家长合作而感到沮丧。挪威教师淡化或忽视了社区或家长及社区的重要性。研究结果全面呈现了巴勒斯坦和挪威在教育中提供心理社会支持的理念及条件。我们认为教育不仅是开展健康导向干预的场所，而且是与社区服务合作发展心理社会支持领域的重要资源。教育——尤其是幼儿园为心理社会支持的发展项目和知识提供了其他价值、知识和结构资源。
