促进分享的社会框架在挪威恢复学院:一个民族学研究
Therese Ersvær Sjursæther1, Christine Øye2, Sonja Mellingen1
1Western Norway University of Applied Sciences, Faculty of Health and Social Science, Bergen, Norway.
Frontiers in psychiatry
|July 8, 2025
概括
康复学院促进合作学习,以促进心理健康和物质使用康复. 社会框架,沟通和设置显著影响共享,复杂性需要熟练的促进相互学习.
科学领域:
- 心理健康服务研究 心理健康服务研究
- 卫生社会学 卫生社会学
- 成人教育 成人教育.
背景情况:
- 康复学院 (RCs) 是创新的心理健康服务,强调共同创造和成人学习.
- 学生和辅导员在协作学习环境中分享各种经验,知识和技能.
- 了解影响RC内部分享的社会框架至关重要.
研究的目的:
- 检查促进或阻碍恢复学院内分享的社会框架.
- 分析组织结构和物理场所如何影响同行和促进者共享.
- 确定促进和抑制在RC设置中共享的关键方面.
主要方法:
- 在两个不同的康复学院环境中进行了一项民族学研究.
- 方法包括参与式观察和与辅导员,学生和领导人的半结构面试.
- 戈夫曼的框架分析被用来理解社会框架及其对分享的影响.
主要成果:
- 社会框架强调学习,恢复,优势,平等和开放的心理健康讨论.
- 组织结构和物理场所显著影响这些框架,支持或阻碍共享.
- 分享的关键推动者包括明确的沟通,准备性对话,尊重边界和中立的环境.
结论:
- 在RC社会框架内存在共享的复杂性;在一个环境中促进共享的东西在另一个环境中可能会抑制它.
- 对框架的破坏可以增强一些人的参与,但压倒其他人,抑制共享.
- 促进者必须认识到并应对这些复杂性,以有效地框架分享和促进相互学习.
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