dc.contributor.author | Hafting, Marit | |
dc.contributor.author | Puthy, Pat | |
dc.contributor.author | Aadland, Gunn | |
dc.contributor.author | Fjermestad, Krister Westlye | |
dc.contributor.author | Jegannathan, Bhoomikumar | |
dc.date.accessioned | 2022-12-29T14:36:49Z | |
dc.date.available | 2022-12-29T14:36:49Z | |
dc.date.created | 2022-09-30T12:52:46Z | |
dc.date.issued | 2022 | |
dc.identifier.issn | 1901-2276 | |
dc.identifier.uri | https://hdl.handle.net/11250/3039938 | |
dc.description.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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | Competence building in child mental health -A Norway-Cambodia transcultural experience | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | Copyright 2022 The Author(s) | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | 10.1080/19012276.2022.2066561 | |
dc.identifier.cristin | 2057189 | |
dc.source.journal | Nordic Psychology | en_US |
dc.identifier.citation | Nordic Psychology. 2022. | en_US |