Spaas Caroline, Verbiest Siel, de Smet Sofie, Kevers Ruth, Missotten Lies, De Haene Lucia
Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.
Studies in Performing Arts and Media, Faculty of Arts and Philosophy, University of Ghent, Ghent, Belgium.
Front Psychol. 2022 Mar 7;13:806473. doi: 10.3389/fpsyg.2022.806473. eCollection 2022.
Scholars increasingly point toward schools as meaningful contexts in which to provide psychosocial care for refugee children. Collaborative mental health care in school forms a particular practice of school-based mental health care provision. Developed in Canada and inspired by systemic intervention approaches, collaborative mental health care in schools involves the formation of an interdisciplinary care network, in which mental health care providers and school partners collaborate with each other and the refugee family in a joint assessment of child development and mental health, as well as joint intervention planning and provision. It aims to move away from an individual perspective on refugee children's development, toward an engagement with refugee families' perspectives on their migration histories, cultural background and social condition in shaping assessment and intervention, as such fostering refugee empowerment, equality, and participation in the host society. Relating to the first stage of van Yperen's four-stage model for establishing evidence-based youth care, this article aims to engage in an initial exploration of the effectiveness of a developing school-based collaborative mental health care practice in Leuven, Belgium. First, we propose a detailed description, co-developed through reflection on case documents, written process reflections, intervision, an initial identification of intervention themes, and articulating interconnections with scholarly literature on transcultural and systemic refugee trauma care. Second, we engage in an in-depth exploration of processes and working mechanisms, obtained through co-constructed clinical case analysis of case work collected through our practice in schools in Leuven, Belgium. Our descriptive analysis indicates the role of central processes that may operate as working mechanisms in school-based collaborative mental health care and points to how collaborative mental health care may mobilize the school and the family-school interaction as a vehicle of restoring safety and stability in the aftermath of cumulative traumatization. Our analysis furthermore forms an important starting point for reflections on future research opportunities, and central clinical dynamics touching upon power disparities and low-threshold access to mental health care for refugee families.
学者们越来越多地指出，学校是为难民儿童提供心理社会关怀的重要场所。学校中的协作式心理健康护理是一种特殊的基于学校的心理健康护理实践形式。它起源于加拿大，受系统干预方法的启发，学校中的协作式心理健康护理涉及建立一个跨学科护理网络，在这个网络中，心理健康护理提供者和学校合作伙伴相互协作，并与难民家庭共同评估儿童的发展和心理健康，以及共同制定干预计划和提供护理。其目的是从对难民儿童发展的个体视角，转向关注难民家庭对其移民历史、文化背景和社会状况的看法，以此来塑造评估和干预过程，从而促进难民的赋权、平等以及在东道国社会的参与。与范·伊佩伦建立循证青少年护理的四阶段模型的第一阶段相关，本文旨在初步探索比利时鲁汶正在发展的基于学校的协作式心理健康护理实践的有效性。首先，我们通过对案例文件的反思、书面过程反思、同行监督、初步确定干预主题以及阐明与跨文化和系统性难民创伤护理学术文献的联系，共同提出一份详细描述。其次，我们通过对在比利时鲁汶学校实践中收集的案例工作进行共同构建的临床案例分析，深入探索过程和工作机制。我们的描述性分析表明了一些核心过程在基于学校的协作式心理健康护理中可能作为工作机制所发挥的作用，并指出协作式心理健康护理如何在累积创伤后动员学校和家庭 - 学校互动，作为恢复安全和稳定的一种手段。我们的分析还为思考未来的研究机会以及涉及权力差异和为难民家庭提供低门槛心理健康护理的核心临床动态提供了重要的起点。
