| ARTICLE |
|
| Year : 2023 | Volume
: 21
| Issue : 1 | Page : 30-46 |
|
|
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
June T Forsberg1, Carly Tubbs Dolan2, Jon-Haakon Schultz1
1 The Arctic University of, Norway
2 NYU Global TIES for Children, New York, USA
Correspondence Address:
June T Forsberg
UiT The Arctic University of Norway, Faculty of Health Sciences, Sykehusveien 44, 9019 TROMSØ
Norway
 Source of Support: None, Conflict of Interest: None
DOI: 10.4103/intv.intv_17_22
|
|
|
Youth 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.
|
|
|
|
| [FULL TEXT] [PDF]* |
|
 |
|
