Competence building in child mental health -A Norway-Cambodia transcultural experience

Figures & data

Table 1 Topics and teaching approaches, 2005–2018.

Year	Topics *	Teaching approach
2005	Basic understanding	Lessons
	Development (motor, cognitive, emotional)/developmental delay (ID, autism, specific developmental delays)
	Assessment (bio-psycho-social approach)
2006‒2007	+	+
	Relevant disorders for CCAMH (PTSD, dissociation, abuse, neglect, autism, epilepsy, behavior problems, psychosis, anxiety, Tourette syndrome, medical causes for mental disorders, HIV, cerebral tuberculosis, and malaria)	Case discussions
2008	+	+
	Interventions	Role play
	Behavior problems, ADHD
2009	+	+
	CBT approach (depression, anxiety, PTSD)	Demonstration with real clients (baby-mother dyads)
	Family counselling
2010-2014	+	+
	Relevant theoretical topics	Video and one-way-window to demonstrate role play or real situations
	Nutrition/malnutrition
	Orphaned vulnerable child
	Resilience
	Psychopharmacology
2015-2016	+	+
	Skills	Guidance on real consultations via one-way window or video
	Newborn observation and screening, education of new mothers
	Relaxation techniques
	Communication with children (play- and drawing-based interventions, narratives)
	+
	CBT workshop, behavior management, group interventions
2017	+
	Therapeutic alliance

* The different topics and teaching approaches were repeated from year to year, marked with “+”, while new topics and approaches were added.

Table 2 The analytic process from thorough reading of the full text to the identification of sub-themes and the search for overarching themes.

Sub-themes	Overarching themes/results
Exchange	Participatory learning
Partnership
Continuity
Multidisciplinarity
New knowledge	Integration of theory and practice
Integration of theory and practice
Skills as most important
Cases as starting point
The 4-foot model
Cognitive behavioural therapy
Training skills
Lack of follow up
Learning in situ	Learning in clinical situations
Newborn screening
Modelling
NT’s* friendly attitude
Building self-confidence by mastering skills	Self-confidence and job satisfaction
Relief from unrealistic expectations
Job satisfaction
Confidence from clients and partners
Topics in past and future	Not enough elaborated material to bring into the results
Improve English

*Norwegian team.

Data availability statement

The datasets used and analysed during the current study are available from the corresponding author on reasonable request.