Digitalized Psychosocial Support in Education

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Digitalized Psychosocial Support in Education Alaa Munir Al-Khayat ________________________________ Digitalized Psychosocial Support in Education Exploring the impact of the Happy Helping Hand app for displaced Syrian adolescents in Lebanon August 2021 Master’s thesis in International Education and Development Faculty of Education and International Studies (LUI) Oslo Metropolitan University 1 Acknowledgements This master's project marks the end of my journey as a student in International Education and Development at Oslo Metropolitan University. This journey has been inspiring, educational, and not least, challenging. I was allowed to delve into the field I have a huge interest in, namely the education for displaced Syrian children and adolescents. Hereby, I would like to express my gratitude to several people that contributed to making this thesis possible to complete. First and foremost, I would like to thank my two wonderful supervisors, Assoc. Prof. Lars Gule and Dr. Solfrid Raknes for the motivation, support, and guidance during my thesis. Thank you so much for your outstanding feedback, availability, openness, and enthusiasm all the way through. Thanks to Innovation Norway for supporting the development and proof-of-concept studies of the Happy Helping Hand in Lebanon. Thanks to Midsund Rotary Club, Norway, for covering costs for implementing psychosocial support to adolescents in Lebanon in this study. Thanks to Multi Aid Programs (MAPs) Lebanon for collaboration on implementing the study. Thanks to the amazing teachers and PSS staff at MAPs for the collaboration. Thanks to the beautiful Syrian adolescents who participated in this research. Your input and perspectives were valuable for this study! A warm thank goes to my beloved family, especially to my mom and dad, for keeping me in their prayers, and for the support, and love. I'm so lucky to have such a caring and supportive family! Thanks to my friends, I really appreciate your motivating messages and conversations. Lastly and importantly, a warm thank goes to my dear and beloved husband, Ola Wam. Thank you for believing in me, encouraging me, and supporting me through my hard time. I appreciate your patience and tolerance. Thank you for all the help you provided me with this thesis. I couldn't have accomplished this work without you! Alaa Munir Al-Khayat Oslo, august 2021 2 Abstract The civil war in Syria has resulted in 1.5 million Syrian displaced people living in Lebanon. About 40% are between the ages of five and seventeen, many of which suffer from a wide range of psychosocial problems. This has created a need for initiatives to provide mental health and psychosocial support (PSS). The use of digital technology has created unique opportunities to provide PSS to underserved populations. One such digital PSS initiative is the Happy Helping Hand (HH) intended to provide PSS in the education of displaced Syrian adolescents in Lebanon. The HH is a digital cognitive behavioral-based (CB-based) tool that aims to help adolescents manage their emotions and understand how to problem-solve through a digital game app. Our research has examined how the Happy Helping Hand (HH) contribute as a digital psychosocial support intervention in improving well-being and emotional problem-solving skills in adolescents. We therefore examined how the HH affected the well-being and emotional problem-solving skills of a group of displaced Syrian adolescents in Lebanon. We also explored the adolescents’ and teachers and PSS staff’s experiences of the usefulness and practicability of the HH app. We employed a mixed-method research approach by combining qualitative and quantitative methods for data collection. A statistical analysis was conducted of the adolescents’ well- being both before (pre-test) and after (post-test) the HH intervention, as well as measuring their experiences of the usefulness of the intervention. In addition, three semi-structured interviews were conducted with adolescents (divided by gender), and teachers and PSS staff facilitating the intervention, exploring issues such as emotional coping and problem-solving skills, and their experiences using the HH app. We found that the Happy Helping Hand positively affected Syrian displaced adolescents’ well-being. Our results are in line with research showing that digital PSS interventions can increase emotional problem-solving skills by improving skills in emotional self-management, decision-making, and help-seeking. The Happy Helping Hand was considered to be easy to use, engaging, relevant, crucial, and useful. Nevertheless, digital PSS interventions should maintain cultural sensitivity and adapt itself to the relevant cultural context but should do so without compromising on efficacy nor undermine international rules, norms, and 3 standards. The well-being of the Syrian adolescents is adversely affected by multiple other stressors, such as war trauma, poverty, and tough living conditions. Importantly, more than digital PSS is needed to ensure wellbeing and healthy lives for all refugees. 4 Abbreviations PF The Psychological First Aid HH The Happy Helping Hand MAPs Multi Aid Programs CB Cognitive Behavioral CBT Cognitive Behavioral Therapy PSS Psychosocial Support SEL Social and Emotional Learning SEM The social-ecological model SLT Social Learning Theory WHO The World Health Organization WHO-5 World Health Organization (Five) Well-Being Index SPSS Statistical Package for the Social Sciences 5 Table of Contents Acknowledgements .................................................................................................................. 2 Abstract ..................................................................................................................................... 3 Abbreviations ........................................................................................................................... 5 1. Introduction ........................................................................................................................ 10 1.1 Background .................................................................................................................. 10 1.2 Purpose of the study..................................................................................................... 12 1.3 Research questions ....................................................................................................... 13 2. Literature review ............................................................................................................... 15 2.1 Mental health and psychosocial well-being ............................................................... 15 2.2 Health literacy .............................................................................................................. 18 2.3 Mental health promotion, prevention, and interventions ........................................ 19 2.4 User involvement .......................................................................................................... 20 2.5 Psychosocial support (PSS) ......................................................................................... 21 2.6 Social and emotional learning (SEL).......................................................................... 22 2.7 Digital psychosocial support ....................................................................................... 24 2.8 Game-based learning and SEL ................................................................................... 24 2.9 Implementation of school-based interventions .......................................................... 25 2.10 Psychological first aid (PF) and the Helping Hand................................................. 26 2.11 The Happy Helping Hand game app (HH) .............................................................. 28 2.12 Multi Aid Programs (MAPs)..................................................................................... 30 2.12 Summary of literature review ................................................................................... 31 3. Theoretical frameworks .................................................................................................... 32 3.1. The social-ecological model (SEM)............................................................................ 33 3.2 Theoretical perspectives on play and learning .......................................................... 35 3.2.1 Constructivism ........................................................................................................ 35 6 3.2.2 Social constructivism .............................................................................................. 37 3.3. Cognitive models ......................................................................................................... 38 3.3.1. Social learning theory (SLT) ................................................................................. 39 3.4 Summary of theoretical frameworks ......................................................................... 41 4. Methods ............................................................................................................................... 42 4.1 Access and gatekeepers................................................................................................ 43 4.2 Choice of research design ............................................................................................ 43 4.3 Research selection process and the Happy Helping Hand intervention ................. 45 4.3.1 The selection process of teachers
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