Interventions to promoting sense of coherence and transcultural competences in educational contexts
Interventions to promoting sense of coherence and transcultural competences in educational contexts
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DOI：
10.3109/09540261.2011.637906
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发表时间：
2011-01-01
影响因子：
2.8
通讯作者：
Boness, Christian
中科院分区：
文献类型：
--
作者：
Mayer, Claude-Helene;Boness, Christian
在过去的30年里，问候发生和连贯感在心理学、社会学和医学等各个学科中得到了深入的研究。然而，只有少数研究关注跨文化和教育工作环境。强烈的一致性感 (SOC) 与积极的学校表现、成就、成功、管理冲突的能力以及跨文化能力和福祉相关。然而，关于如何提高教育领域内的 SOC 和跨文化能力的干预措施却很少被提及。本文旨在从理论上弥补有关教育系统（特别是学校系统）中的教学和教育干预文献的空白，以促进 SOC 和跨文化能力。团队监察员模型是一种教学模型，旨在促进心理健康，特别关注正规教育系统内的 SOC 和跨文化能力。
During the past 30 years, salutogenesis and sense of coherence have been well researched in various disciplines, such as psychology, sociology and medical sciences. However, only a few studies have focused on transcultural and educational work contexts. A strong sense of coherence (SOC) is associated with a positive school performance, achievement, success, the ability to manage conflicts and transcultural competences and well-being. However, interventions on how to increase SOC and transcultural competences within the educational field have rarely been addressed. This article aims at contributing theoretically to the void in literature on didactic and educational interventions in educational and particularly school systems to promote SOC and transcultural competence. The team ombuds model, a didactic model, will be presented to promote mental health with special regard to SOC and transcultural competences within the formal educational system.