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dc.contributor.authorForsberg, June Thorvaldsen
dc.contributor.authorDolan, Carly Tubbs
dc.contributor.authorSchultz, Jon Håkon
dc.date.accessioned2023-08-29T11:37:41Z
dc.date.available2023-08-29T11:37:41Z
dc.date.issued2023-04-27
dc.description.abstractYouth living with war and ongoing conflict are frequently exposed to potentially traumatic events and cumulative stress which can result in temporarily impaired academic functioning and reduced wellbeing in school. In Palestine, the Ministry of Education has included psychosocial support programmes in the schools for the purpose of reducing stress reactions and improving school functioning amongst students. The Student Learning in Emergencies Checklist (SLEC) was developed in a psychometric testing study for monitoring and evaluating school-based psychosocial support in the Palestinian context—self-perceived academic functioning and wellbeing in particular. The study included 789 Palestinian students (12–16 years of age) living in Gaza, the West Bank and East Jerusalem, using an instrument that monitors five theoretical constructs considered to promote school functioning in emergencies. The analysis revealed a different factor structure than hypothesised: 1) safety and adaptability, 2) emotion regulation, 3) school support, 4) family support and 5) wellbeing and hope. The SLEC satisfies monitoring and evaluation purposes for fieldwork regarding programme planning, design and evaluation. Further, it appears well-suited for use by teachers for raising awareness of the need for and guiding their delivery of psychosocial support. The present study discusses practical implications and limitations of the SLEC.en_US
dc.identifier.citationForsberg JTF, Dolan, Schultz J. Development and Psychometric Testing of the Student Learning in Emergencies Checklist (SLEC): Measuring Promotors of Academic Functioning and Wellbeing in Palestinian Youth Affected by War and Conflict. Intervention: International Journal of Mental Health, Psychosocial Work and Counselling in Areas of Armed Conflict. 2023;21(1):30-46en_US
dc.identifier.cristinIDFRIDAID 2144170
dc.identifier.doi10.4103/intv.intv_17_22
dc.identifier.issn1571-8883
dc.identifier.issn1872-1001
dc.identifier.urihttps://hdl.handle.net/10037/30510
dc.language.isoengen_US
dc.publisherWolters Kluweren_US
dc.relation.journalIntervention: International Journal of Mental Health, Psychosocial Work and Counselling in Areas of Armed Conflict
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 Intervention, Journal of Mental Health and Psychosocial Support in Conflict Affected Areasen_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)en_US
dc.titleDevelopment and Psychometric Testing of the Student Learning in Emergencies Checklist (SLEC): Measuring Promotors of Academic Functioning and Wellbeing in Palestinian Youth Affected by War and Conflicten_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)