Psychosocial Health support Sessions (PSHS) – a work model for School Social Workers

Abstract

The study aimed to develop a national model enabling Swedish School Social Workers (SSWs) to meet all children during a specific school year, providing opportunities for pupils to share experiences related to daily life, school situation, mental (ill-)health, social relationships, and home and family circumstances. This universal approach was intended to support more systematic assessments of which children are most in need of psychosocial support. Practitioners contributed by adapting local models for Psychosocial Health Support Sessions (PSHS). To validate these local models and their relevance for a national model, twenty-eight interviews were conducted with three principals, six SSWs, four school nurses, four teachers, eight pupils, a head of pupil health services, a suicide prevention coordinator, and a strategist for welfare and public health. The interviews examined how local PSHS models aligned with, diverged from, and informed the emerging national model, and captured participants’ reflections on the value, challenges, and perceived impact of engaging in PSHS conversations. Participants also provided feedback on the final material. The findings indicate that PSHS offers a structured approach ensuring that all children meet the SSW, receive attention, and feel heard. The model strengthens SSWs’ capacity to identify pupils in need of further counselling and supports a psychosocial perspective that enhances understanding of challenges and resources at organizational, group, and individual levels. Implementing PSHS is recommended to reinforce preventive efforts and promote well-being for all children.

Current and previous volumes are available at: https://ajsw.africasocialwork.net