Inter-professional collaboration for the promotion of Public Health and Life Skills in upper secondary school – a Norwegian case study

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-05-04 DOI:10.1080/21683603.2021.1915216

Stine Ekornes, Reidunn Tvergrov Øye

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引用次数: 1

Abstract

ABSTRACT In Norway, the interdisciplinary theme Public Health and Life Skills has been introduced in the new National K–12 curriculum, with the intention of promoting students’ physical and mental health and enhancing their social and academic coping resources. This paper presents a case study related to a project of expanded student services in an upper secondary school and aims to identify how inter-professional teamwork may promote life skills among students. The data is derived from a case study design with qualitative focus group interviews among 16 teachers, health professionals, social workers, and school leaders. Results identify four main areas to address in the promotion of life skills: (1) teaching about life skills topics, (2) providing emotional support (3) enhancing relational competencies, and (4) facilitating mastery experiences. Clearly, inter-professional collaboration is regarded as mutually beneficial in this work. By involving healthcare professionals in the teaching of life skills topics, teachers feel supported in their teaching practice. Also, by visiting classrooms more often, health care professionals become more familiar to the students and make it easier for students to contact them. Moreover, inter-professional collaboration contributes to identifying students’ complex needs of support and promoting students’ life skills through social and academic mastery.

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促进高中公共卫生和生活技能的跨专业合作——一个挪威案例研究

摘要在挪威，新的国家K-12课程引入了跨学科主题“公共卫生与生活技能”，旨在促进学生的身心健康，增加他们的社会和学术应对资源。本文介绍了一个与高中扩大学生服务项目相关的案例研究，旨在确定跨专业团队合作如何提高学生的生活技能。数据来源于一项案例研究设计，对16名教师、卫生专业人员、社会工作者和学校领导进行了定性焦点小组访谈。研究结果确定了在提高生活技能方面需要解决的四个主要领域：（1）教授生活技能主题，（2）提供情感支持，（3）增强关系能力，以及（4）促进掌握经验。显然，在这项工作中，专业间的合作是互利的。通过让医疗保健专业人员参与生活技能主题的教学，教师在教学实践中感到支持。此外，通过更频繁地参观教室，卫生保健专业人员对学生更加熟悉，并使学生更容易与他们联系。此外，跨专业合作有助于识别学生复杂的支持需求，并通过社交和学术掌握来提高学生的生活技能。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.