Teacher awareness of psychosocial support available as per the Integrated School Health Policy in South Africa

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Jace Pillay, L. Patel, R. Setlhare-Kajee
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引用次数: 0

Abstract

(Strydom, Pretorius & Joubert 2012). As a response to support schools in improving the overall well-being of their children and the community around them, the South African government initiated the Integrated School Health Policy (ISHP) in 2012 (South Africa 2012). The ISPH serves Background: In 2012, the South African government initiated the Integrated School Health Policy (ISHP) to serve as a national guideline on providing school health and support services from key stakeholders such as the Department of Health (DoH), Department of Basic Education (DBE) and Department of Social Development (DSD). However, despite the ISHP regulations, publications report that teachers in under-resourced government schools are not sufficiently equipped to address their learners’ psychosocial challenges. Aim: This study aimed to assess which psychosocial interventions implemented at the schools the school teachers are aware of. Setting: A total of 50 school teachers from five under-resourced primary schools in Gauteng school communities of Meadowlands, Ivory Park, Alexandra and Doornkop-Soweto completed a feedback questionnaire designed by the investigators. Methods: This descriptive study follows a quantitative descriptive design. A comparative descriptive analysis between schools using frequencies, percentages and graphs was used to analyse the results. Results: Results indicate that a school teachers’ ability to support their learners varies per school and is based on their school’s compliance to training their teachers on the school safety protocols and is not affected much by external training. Schools that follow the ISPH regulations on teachers’ training of protocols, better equip their teachers to observe psychosocial challenges their learners face. Conclusion: Despite the availability of guidelines, this study observes a gap in educators’ observations of mental health concerns or external stakeholders responsible for non-physical assistance. Contribution: Findings of this study provide feedback to all relevant stakeholders to assist in their future recommendations planning. One recommendation the authors of this study suggest may be that further studies explore if the lack of mental health observations is a result of poor teachers–student relations or a need for school teachers to be educated on learner mental health risk factors.
教师了解根据南非综合学校保健政策可提供的社会心理支持
(Strydom,Pretorius和Joubert,2012年)。为了支持学校改善其子女及其周围社区的整体福祉,南非政府于2012年启动了学校综合健康政策(南非,2012年)。ISPH服务背景:2012年,南非政府启动了综合学校健康政策,作为向卫生部、基础教育部和社会发展部等关键利益攸关方提供学校健康和支持服务的国家指导方针。然而,尽管有ISHP规定,出版物报告称,资源不足的公立学校的教师没有足够的能力应对学生的心理社会挑战。目的:本研究旨在评估学校教师了解哪些心理社会干预措施在学校实施。背景:来自豪登省Meadowlands、Ivory Park、Alexandra和Doornkop Soweto学校社区五所资源不足的小学的50名教师完成了调查人员设计的反馈问卷。方法:本描述性研究采用定量描述性设计。使用频率、百分比和图表对学校之间的比较描述性分析来分析结果。结果:结果表明,学校教师支持学生的能力因学校而异,这取决于学校对教师进行学校安全协议培训的遵守情况,并且不受外部培训的太大影响。遵守ISPH关于教师协议培训的规定的学校,可以更好地让教师观察学习者面临的心理社会挑战。结论:尽管有指导方针,但本研究观察到,教育工作者对心理健康问题或负责非身体援助的外部利益相关者的观察存在差距。贡献:本研究的结果为所有相关利益相关者提供了反馈,以帮助他们规划未来的建议。这项研究的作者提出的一个建议是,进一步的研究可能会探讨缺乏心理健康观察是师生关系不佳的结果,还是学校教师需要接受学习者心理健康风险因素的教育。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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