Competence building in child mental health -A Norway-Cambodia transcultural experience

IF 0.6 4区 心理学 Q4 PSYCHOLOGY, MULTIDISCIPLINARY
M. Hafting, Pat Puthy, Gunn Aadland, K. Fjermestad, B. Jegannathan
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Abstract

Abstract The prevalence of mental health and neurodevelopmental disorders in young people is high in low- and middle-income countries. Collaboration between institutions from high-income countries and institutions in resource-poor settings may enhance professional competence. This may be a key to bridging the gap between service needs and ability to meet those needs. However, there are challenging issues in transferring knowledge from a Western context to a different cultural and socioeconomic situation. The aim of the present study is to describe significant aspect of a transcultural competence building project in Cambodia in child mental health from the perspective of the staff. A Norwegian expert team developed and implemented a program at Centre for Child and Adolescent Mental Health (Caritas-CCAMH) in collaboration with the staff two weeks per year over a 14-year period. The study has a qualitative approach using thematic analysis of the transcripts from a focus-group interview with 11 staff members at the end of the 14-year period. The multidisciplinary staff described a learning process characterized by collaboration in planning and implementation. Mixing theory and practice in clinical case discussions with a bio-psycho-social perspective was perceived as the cornerstone of the teaching process. A pedagogical strategy that involved constant reflection back and forth enabled the customization of the content and method of capacity building despite the differences in socio-economic conditions and learning styles. This model of continuity, low-investment, and low-intensity capacity-building may enrich the child and adolescent mental health settings in low- and middle-income countries.
儿童心理健康能力建设——挪威-柬埔寨跨文化经验
在低收入和中等收入国家,年轻人的精神健康和神经发育障碍的患病率很高。高收入国家的机构与资源贫乏国家的机构之间的合作可以提高专业能力。这可能是弥合服务需求与满足这些需求的能力之间差距的关键。然而,将知识从西方环境转移到不同的文化和社会经济环境中存在着具有挑战性的问题。本研究的目的是从工作人员的角度描述柬埔寨儿童心理健康跨文化能力建设项目的重要方面。一个挪威专家小组与工作人员合作,在儿童和青少年心理健康中心(Caritas-CCAMH)制定并实施了一项方案,为期14年,每年两周。这项研究采用定性方法,对14年期间结束时对11名工作人员进行的焦点小组访谈的笔录进行专题分析。多学科工作人员描述了一个以规划和执行方面的协作为特征的学习过程。在临床案例讨论中结合生物心理社会视角的理论与实践被认为是教学过程的基石。尽管社会经济条件和学习方式存在差异,但一种涉及不断来回反思的教学策略能够定制能力建设的内容和方法。这种连续性、低投入和低强度的能力建设模式可以丰富低收入和中等收入国家的儿童和青少年心理健康环境。
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来源期刊
Nordic Psychology
Nordic Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
2.50
自引率
0.00%
发文量
31
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