Understanding interventions as social practices : how a school-based mental health intervention for migrant adolescents in Denmark interacted with context
- Author
- Anne Sofie Borsch, An Verelst (UGent) , Signe Smith Jervelund, Ilse Derluyn (UGent) and Morten Skovdal
- Organization
- Project
-
- RefugeesWellSchool (RefugeesWellSchool: Preventive school-based interventions to promote the mental well-being of refugee and migrant adolescents)
- Abstract
- The rise of school-based mental health interventions calls for an understanding of how such interventions interact with context as well as analytical tools for examining these interactions. This article explores how learners and teachers in two classrooms for newly-arrived migrant adolescents in Denmark (one urban, highly diverse classroom and one small-town classroom mainly serving youth who had fled armed conflict) experienced and implemented the same teacher-led, classroom-based intervention differently. Based on participant obser-vations and interviews with three teachers and 12 learners, we draw on practice theory to disentangle how the same intervention came to life differently in the two classrooms. First, there were important differences in how teachers and learners in the two classrooms made sense of their participation in the intervention, reflecting the different life situations and psychosocial needs of the learners. Second, local ways of structuring educational practices (weekly schedules, expectations about homework, and different local educational policies) critically shaped intervention experiences and implementation. Third, the possibility of establishing a safe social space during the intervention depended on the stability of existing social relationships and conditions for teachers' relational work in the classrooms. To aid analyses of how school-based interventions interact with classroom practices, and to help identify ways of consolidating interventions with their contexts, we propose future avenues for examining school-based mental health interventions in context from a social practice perspective.
- Keywords
- Sociology and Political Science, Developmental and Educational Psychology, Education, School, Mental health intervention, Refugee, Immigrant, Practice theory, Denmark, REFUGEE CHILDREN, YOUNG REFUGEES, CARE, EDUCATION, SERVICES, EXPERIENCES, STUDENTS, PROGRAM, SUPPORT, NEEDS
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01HMSEV4WTNK71T4TWFTV1HAWT
- MLA
- Borsch, Anne Sofie, et al. “Understanding Interventions as Social Practices : How a School-Based Mental Health Intervention for Migrant Adolescents in Denmark Interacted with Context.” CHILDREN AND YOUTH SERVICES REVIEW, vol. 153, 2023, doi:10.1016/j.childyouth.2023.107109.
- APA
- Borsch, A. S., Verelst, A., Jervelund, S. S., Derluyn, I., & Skovdal, M. (2023). Understanding interventions as social practices : how a school-based mental health intervention for migrant adolescents in Denmark interacted with context. CHILDREN AND YOUTH SERVICES REVIEW, 153. https://doi.org/10.1016/j.childyouth.2023.107109
- Chicago author-date
- Borsch, Anne Sofie, An Verelst, Signe Smith Jervelund, Ilse Derluyn, and Morten Skovdal. 2023. “Understanding Interventions as Social Practices : How a School-Based Mental Health Intervention for Migrant Adolescents in Denmark Interacted with Context.” CHILDREN AND YOUTH SERVICES REVIEW 153. https://doi.org/10.1016/j.childyouth.2023.107109.
- Chicago author-date (all authors)
- Borsch, Anne Sofie, An Verelst, Signe Smith Jervelund, Ilse Derluyn, and Morten Skovdal. 2023. “Understanding Interventions as Social Practices : How a School-Based Mental Health Intervention for Migrant Adolescents in Denmark Interacted with Context.” CHILDREN AND YOUTH SERVICES REVIEW 153. doi:10.1016/j.childyouth.2023.107109.
- Vancouver
- 1.Borsch AS, Verelst A, Jervelund SS, Derluyn I, Skovdal M. Understanding interventions as social practices : how a school-based mental health intervention for migrant adolescents in Denmark interacted with context. CHILDREN AND YOUTH SERVICES REVIEW. 2023;153.
- IEEE
- [1]A. S. Borsch, A. Verelst, S. S. Jervelund, I. Derluyn, and M. Skovdal, “Understanding interventions as social practices : how a school-based mental health intervention for migrant adolescents in Denmark interacted with context,” CHILDREN AND YOUTH SERVICES REVIEW, vol. 153, 2023.
@article{01HMSEV4WTNK71T4TWFTV1HAWT,
abstract = {{The rise of school-based mental health interventions calls for an understanding of how such interventions interact with context as well as analytical tools for examining these interactions. This article explores how learners and teachers in two classrooms for newly-arrived migrant adolescents in Denmark (one urban, highly diverse classroom and one small-town classroom mainly serving youth who had fled armed conflict) experienced and implemented the same teacher-led, classroom-based intervention differently. Based on participant obser-vations and interviews with three teachers and 12 learners, we draw on practice theory to disentangle how the same intervention came to life differently in the two classrooms. First, there were important differences in how teachers and learners in the two classrooms made sense of their participation in the intervention, reflecting the different life situations and psychosocial needs of the learners. Second, local ways of structuring educational practices (weekly schedules, expectations about homework, and different local educational policies) critically shaped intervention experiences and implementation. Third, the possibility of establishing a safe social space during the intervention depended on the stability of existing social relationships and conditions for teachers' relational work in the classrooms. To aid analyses of how school-based interventions interact with classroom practices, and to help identify ways of consolidating interventions with their contexts, we propose future avenues for examining school-based mental health interventions in context from a social practice perspective.}},
articleno = {{107109}},
author = {{Borsch, Anne Sofie and Verelst, An and Jervelund, Signe Smith and Derluyn, Ilse and Skovdal, Morten}},
issn = {{0190-7409}},
journal = {{CHILDREN AND YOUTH SERVICES REVIEW}},
keywords = {{Sociology and Political Science,Developmental and Educational Psychology,Education,School,Mental health intervention,Refugee,Immigrant,Practice theory,Denmark,REFUGEE CHILDREN,YOUNG REFUGEES,CARE,EDUCATION,SERVICES,EXPERIENCES,STUDENTS,PROGRAM,SUPPORT,NEEDS}},
language = {{eng}},
pages = {{10}},
title = {{Understanding interventions as social practices : how a school-based mental health intervention for migrant adolescents in Denmark interacted with context}},
url = {{http://doi.org/10.1016/j.childyouth.2023.107109}},
volume = {{153}},
year = {{2023}},
}
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