IntroductionLearners at under-resourced schools in South Africa face significant psychosocial challenges (Spaull, 2013) that negatively affect both their own wellness and that of the teachers, ultimately resulting in a lower quality of teaching and learning (Modisaotsile, 2012). The transition from a segregated apartheid education system, where resources were inequitably allocated according to race (Modisaotsile, 2012), to an inclusive education system has been fraught with challenges. Inequitable access to resources (Bruce, 2014; Spaull, 2013) and sectored poverty (Donald, Lazarus, & Lolwana, 2010) continue to play a role in contributing to the psychosocial challenges faced in South African under-resourced communities, which consequently affect the wellness of members of the school community in that context (Donald et al., 2010). Contextual challenges relevant to this article include poor living conditions in informal settlements with little access to basic amenities (Donald et al., 2010), poor parenting (Ward et al., 2014), poverty-related HIV/AIDS issues (Theron, 2009), socioeconomic influences on teenage sexuality (Miller et al., 2014), substance abuse (Tlale & Dreyer, 2013), school violence (Mampane, Ebersohn, Cherrington, & Moen, 2014), and poor parent participation within school structures (Joubert, Ebersohn, Ferreira, du Plessis, & Moen 2014; Khanare, 2012; Mncube, 2009). South African school teachers are inadequately prepared to support learners within such contexts (Masitsa, 2011; Motshekga, 2010), having only received very basic concepts of educational psychology and community development as part of their preservice training (Donald et al., 2010). This situation negatively impacts on the wellness of the individual teacher and on the larger school system. While workshops are conducted sporadically to improve the support skills of in-service teachers, these are inadequate for capacitating teachers to support learners in under-resourced urban black communities (Motshekga, 2010), commonly known in South Africa as townships.Inadequately prepared teachers are understandably anxious and overwhelmed by the complex challenges experienced by their learners (Masitsa, 2011; Modisaotsile, 2012), making it difficult for them to mobilise their potential agency (Freire, 1970/2005). An asset-based paradigm (McKnight & Kretzmann, 1993; Pillay, 2012) suggests that teachers possess the potential and willingness to support vulnerable learners if they are equipped with the knowledge and skills to do this (Hoadley, 2007; Malindi & Machenjedze, 2012; Mampane & Bouwer, 2006; Theron, 2009). In this article, the authors suggest that a participatory action learning and action research (PALAR, Zuber-Skerritt, 2012) process would be suitable to improve the capacity of participating teachers to support learners and thereby feel less overwhelmed and anxious. PALAR (Zuber-Skerritt, 2011) aims to improve professional practice and involves an iterative and collaborative process that allows professionals to iteratively and collaboratively reflect on their actions throughout the cyclic PALAR process (Zuber-Skerritt, 2012). By following the PALAR process as expanded on in the section on PALAR as a theoretical paradigm, teacher participants collaborated with each other to come to a better understanding of the psychosocial challenges faced by learners. The aim of this PALAR project was not merely for identifying contextual wellness challenges at school level, but also to add to existing indigenous knowledge (Kearney & ZuberSkerritt, 2012) with regard to how such contextual issues could be addressed (Zuber-Skerritt & Teare, 2013) to enhance wellness. Indigenous knowledge refers to existing systems or strategies "generated in a communal way and based on the experiences of a specific group of people" (Fasokun, Katahoire, & Oduaran, 2005, p. 61), which communities follow when identifying and addressing contextual challenges as a collective (Teare & Zuber-Skerritt, 2013). …

中文翻译：

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对南非学校学习者所面临的针对特定情境的社会心理挑战的协作理解：一种参与式方法

简介南非资源贫乏的学校的学习者面临着巨大的社会心理挑战（Spaull，2013），这对他们自己和老师的健康都产生了负面影响，最终导致教学质量下降（Modisaotsile，2012）。从种族隔离的种族隔离教育系统过渡到包容性教育系统充满了挑战，种族隔离的种族隔离教育系统根据种族不平等地分配资源（Modisaotsile，2012年）。难以获得的资源（Bruce，2014年； Spaull，2013年）和贫困现象（Donald，Lazarus和Lolwana，2010年）继续在加剧南非资源贫乏社区所面临的社会心理挑战中发挥作用，从而影响了在这种情况下学校社区成员的健康状况（Donald等，2010）。与本文相关的背景挑战包括：非正式住区中的生活条件差，几乎无法获得基本便利（Donald等人，2010年）；育儿能力差（Ward等人，2014年）；与贫困相关的艾滋病毒/艾滋病问题（Theron，2009年） ），社会经济因素对青少年性行为的影响（Miller等人，2014），药物滥用（Tlale＆Dreyer，2013），学校暴力（Mampane，Ebersohn，Cherrington和Moen，2014）以及家长对学校结构的不良参与（Joubert） （Ebersohn，Ferreira，du Plessis和Moen，2014年； Khanare，2012年； Mncube，2009年）。南非学校教师在这种情况下没有足够的能力来支持学习者（Masitsa，2011年； Motshekga，2010年），他们在职前培训中仅接受了非常基本的教育心理学和社区发展概念（Donald等人，2010年）。这种情况会对个别教师的健康和较大的学校系统产生负面影响。虽然偶尔会举办讲习班来提高在职教师的支持技能，但这些培训不足以让教师获得能力来支持资源贫乏的城市黑人社区的学习者（Motshekga，2010年），在南非通常被称为乡镇。可以理解的是，学习者所面临的复杂挑战使他们感到焦虑和不知所措（Masitsa，2011； Modisaotsile，2012），这使他们难以动员他们的潜在代理（Freire，1970/2005）。基于资产的范式（McKnight和Kretzmann，1993； Pillay，2012年）表明，如果教师具备学习所需的知识和技能，他们就有潜力和意愿支持弱势学习者（Hoadley，2007; Malindi＆Machenjedze，2012; Mampane＆Bouwer，2006; Theron，2009）。在本文中，作者建议参与式行动学习和行动研究（PALAR，Zuber-Skerritt，2012）过程将适合提高参与教师支持学习者的能力，从而减少不知所措和焦虑。PALAR（Zuber-Skerritt，2011）旨在改善专业实践，并涉及一个迭代和协作的过程，使专业人员可以在整个PALAR循环过程中以迭代和协作的方式反思其行动（Zuber-Skerritt，2012）。通过遵循PALAR一节中作为理论范式扩展的PALAR程序，教师参与者可以相互协作，以更好地了解学习者所面临的社会心理挑战。这个PALAR项目的目的不仅在于确定学校层面的环境健康挑战，而且还增加了有关如何解决此类环境问题的现有本地知识（Kearney＆ZuberSkerritt，2012）（Zuber-Skerritt＆Teare， 2013），以提高健康水平。土著知识是指“以公共方式并基于特定人群的经验而产生”的现有系统或策略（Fasokun，Katahoire和Oduaran，2005年，第61页），在确定和应对背景挑战时，哪个社区会跟随（Teare和Zuber-Skerritt，2013）。…