Suchergebnisse

Published in : Intervention, 2010, Volume 8, Number 1, Page 64-71 ; In this paper, the reader is taken on a field trip to a village in the north of the West Bank. Events described in the report are used to explore some of the methodological dimensions of a psychosocial programme designed and implemented in joint partnership between a local Palestinian academic institution, the Institute of Community and Public Health of Birzeit University, and a Palestinian nongovernmental organisation the Community Based Rehabilitation programme. In the discussion, attention is drawn to the challenges involved in conducting field research under military occupation, and the power relations entailed in collaboration between an academic institution and a partner organisation in the field, as well as with the local community.

In this article we reflect on the relatively recent emphasis onPalestinian children's mental health and well‐being in the context of exposure to chronic warlike conditions, as we position this trend within the larger framework of the generations‐long history of political turmoil and suffering. We describe how a process that started with no attention to psychosocial health of children in relation to exposure to dispossession, expulsion, occupation, repression and military attacks, proceeded with a focus on presumed mental disorders, and the more recent approach of designing context appropriate and community‐based psychosocial interventions.

This qualitative study investigates how children of Palestinian political detainees in Israeli detention cope with their fathers' absences. Researchers conducted 16 semi‐structured interviews with children, mostly aged 15 and older in the West Bank. Three themes are discussed that emerged from the interview data: how children cope with their sadness; the children's perspectives on community support; and older children's support to siblings and parents. Practitioners can support children by providing counselling to mothers and organising interventions, which give children the opportunity to connect. It is important that the agency of the older children is taken into account and built upon.