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dc.contributor.authorSingstad, Marianne Tevik
dc.contributor.authorRøkenes, Fredrik Mørk
dc.contributor.authorEkornes, Stine M.
dc.date.accessioned2023-03-06T13:18:44Z
dc.date.available2023-03-06T13:18:44Z
dc.date.created2022-08-17T08:43:21Z
dc.date.issued2022
dc.identifier.citationBMJ Open. 2022, 12 (8), .en_US
dc.identifier.issn2044-6055
dc.identifier.urihttps://hdl.handle.net/11250/3056089
dc.description.abstractIntroduction Early intervention by identifying children at risk and providing necessary support is vital to prevent stunted psychosocial development and mental health issues. In this regard, schools are important intervention arenas, reaching all students at a universal level. The need for enhanced efforts is well recognised in Norwegian policy documents, whereas school social workers can represent significant roles in supporting teachers with expanded knowledge on psychosocial factors, mental health and relevant interventions. Despite the clearly stated needs for interprofessional competence in school, limited research has been conducted, and there are no national standards or guidelines for school social workers’ practice. Thus, this scoping review’s overall objectives are to systematically map the existing research on social workers’ roles and responsibilities in Norwegian primary schools. Methods and analysis A scoping review will be conducted, using the methodological framework of Arksey and O’Malley. Four of their defined goals will be of significance: (1) examine the extent, range and nature of the research activity; (2) determine the value of undertaking a full systematic review; (3) summarise and disseminate research findings; (4) identify research gaps in the existing literature. Systematic searches will be conducted in relevant databases and search portals, including snowballing and manually searching reference lists. Publication language is restricted to English and Norwegian, the date range is from 1 January 2000 until 31 October 2022, and inclusion requires focus on social workers in a Norwegian primary school context. The data will be screened using the screening data extraction software Covidence. A thematic analysis of the literature will be carried out. Ethics and dissemination Ethical approval is not considered necessary as the aim of this scoping review is to investigate already published materials. Findings will be submitted as scientific papers and at conferences as part of the main project.en_US
dc.language.isoengen_US
dc.publisherBMJ Publishing Group Ltden_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.titlePromoting psychosocial environments in Norwegian primary schools: a scoping review protocol exploring the roles and responsibilities of school social workersen_US
dc.title.alternativePromoting psychosocial environments in Norwegian primary schools: a scoping review protocol exploring the roles and responsibilities of school social workersen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber6en_US
dc.source.volume12en_US
dc.source.journalBMJ Openen_US
dc.source.issue8en_US
dc.identifier.doi10.1136/bmjopen-2022-063324
dc.identifier.cristin2043673
dc.source.articlenumbere063324en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
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