Effects of Psychosocial Interventions on Growth of Adolescent Students in Public Secondary Schools in Trans-Nzoia County
Keywords:
Psychosocial, challenges, interventions, students, secondary, schools
Abstract
The main objective of the study was to examine the effects of psychosocial interventions on growth of adolescent students in public secondary schools in Trans-Nzoia County. The theoretical frame-work used in this study was the Social Cognitive Theory that considers the unique way in which individuals acquire and maintain behaviour which considers the social environment of an individual. The study applied the descriptive research design. The target population was 239 public secondary schools within Tranzoia County and a sample size of 116 schools was arrived at using Nassiuma (2000) formula. The sample for the study was identified by using convenience and stratified random sampling techniques. Data was collected using structured questionnaires, document analysis, interviews and observation schedule. The study adopted descriptive and inferential data analysis. The study found that both of psychosocial interventions affect growth of adolescent students significantly in public secondary schools. Majority of the respondents indicated that the psychosocial challenges depicted by the adolescent students in their schools is depression (42%) anxiety disorder (17%) emotional and behavioural difficulties (12%), substance abuse (14%), Suicidal behaviour (10%) and lastly post-traumatic stress disorder (PTSD) (5%). It was eident that majority of the respondents strongly agreed that (Mean=4.77) the psychosocial interventions add value to adolescent students’ growth/development. The regression of coefficients results showed that psychosocial interventions and adolescent student growth are positively and significantly related (β=0.295, p=0.000). The findings will be useful in the development of useful guidelines on cognitive mentors on psychosocial behaviour and also to lay strong ground for further interventional research.
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Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7-97.
Astitene, K., & Barkat, A. (2021). Prevalence of posttraumatic stress disorder among adolescents in school and its impact on their well-being: a cross-sectional study. Pan African Medical Journal, 39(1).
Bani, M., Zorzi, F., Corrias, D., & Strepparava, M. (2022). Reducing psychological distress and improving student well-being and academic self-efficacy: the effectiveness of a cognitive university counselling service for clinical and non-clinical situations. British Journal of Guidance & Counselling, 50(5), 757-767.
Cameron, F. J., Garvey, K., Hood, K. K., Acerini, C. L., & Codner Dujovne, E. (2018). ISPAD clinical practice consensus guidelines 2018: diabetes in adolescence.
Carvalho, C. B., Nunes, C., Castilho, P., da Motta, C., Caldeira, S., & Pinto-Gouveia, J. (2015). Mapping non suicidal self-injury in adolescence: Development and confirmatory factor analysis of the Impulse, Self-harm and Suicide Ideation Questionnaire for Adolescents (ISSIQ-A). Psychiatry research, 227(2-3), 238-245.
Ciarrochi, J., Heaven, P. C., & Davies, F. (2007). The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study. Journal of Research in Personality, 41(6), 1161-1178.
Cripps, K., & Zyromski, B. (2009). Adolescents’ psychological well-being and perceived parental involvement: Implications for parental involvement in middle schools. RMLE Online, 33(4), 1-13.
Cripps, K., & Zyromski, B. (2009). Adolescents’ psychological well-being and perceived parental involvement: Implications for parental involvement in middle schools. RMLE Online, 33(4), 1-13.
Donovan, J. E. (2004). Adolescent alcohol initiation: A review of psychosocial risk factors. Journal of adolescent health, 35(6), 529-e7.
Durlak, J. A., & Wells, A. M. (1998). Evaluation of indicated preventive intervention (secondary prevention) mental health programs for children and adolescents. American journal of community psychology, 26(5), 775-802.
Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International journal of behavioral nutrition and physical activity, 10(1),
1-21.
Gatua, D. M. (2013). Impacts of Guidance And Counselling Services on Students' Behavour Modification Between Selected Public Urban And Rural Secondary Schools In Kenya (Doctoral dissertation, Egerton University).
Goodman, F. R., Doorley, J. D., & Kashdan, T. B. (2018). Well-being and psychopathology: A deep exploration into positive emotions, meaning and purpose in life, and social relationships. Handbook of well-being. Salt Lake City, UT: DEF Publishers. DOI: nobascholar. com.
Jacob, S., & Coustasse, A. (2008). School-based mental health: A de facto mental health system for children. Journal of Hospital Marketing & Public Relations, 18(2), 197-211.
Kanga, B. M. (2017). Gender comparison in the effectiveness of guidance and counselling services in enhancing students' adjustment to school environment in boarding secondary schools in kenya. International Journal of Advanced Engineering Research and Science (IJAERS), 4(3), 1-14.
Killu, K., Marc, R., & Crundwell, A. (2016). Students with anxiety in the classroom: Educational accommodations and interventions. Beyond Behavior, 25(2), 30-40.
Kisaka, J. (2019). The Effects of Drug and Substance Abuse in Secondary Schools: The Case of Garissa County, Kenya. African Journal of Education, Science and
Technology, 5(2), 260-270.
Lazaro, A., & Anney, V. N. (2016). Rethinking the role of co-curricular activities in developing students' talents in secondary schools in Tanzania. Journal of Emerging Trends in Educational Research and Policy Studies, 7(2), 152-166.
Lugonzo, H. M. (2020). A Research Paper On Covid 19 Pandemic And Status Of Basic Education In Kenya. IJO-International Journal of Educational Research (ISSN: 2805-413X), 3(11), 94-126.
Manjarres-Posada, N., Onofre-Rodríguez, D. J., & Benavides-Torres, R. A. (2020). Social cognitive theory and health care: Analysis and evaluation. Int'l J. Soc. Sci. Stud., 8, 132.
Morgan, D. L. (2014). Pragmatism as a paradigm for social research. Qualitative inquiry, 20(8), 1045-1053.
Mugenda, O. M., & Mugenda, A. G. (2003). Research methods: Quantitative & qualitative apporaches (Vol. 2, No. 2). Nairobi: Acts press.
Muro, M., & Jeffrey, P. (2008). A critical review of the theory and application of social learning in participatory natural resource management processes. Journal of environmental planning and management, 51(3), 325-344.
Mutie, E. K., & Ndambuki, P. (1999). Guidance and counselling for schools and colleges. Nairobi: Oxford University press (East Africa).
Nassiuma, D. K. (2000). Survey sampling. Theory and methods, 10(1), 59-63.
Ndetei, D. M., Mutiso, V. N., Weisz, J. R., Okoth, C. A., Musyimi, C., Muia, E. N., ... & Mamah, D. (2022). Socio-demographic, economic and mental health problems were risk factors for suicidal ideation among Kenyan students aged 15 plus. Journal of affective disorders, 302, 74-82.
Njoka, E. W. (2007). Guiding and counselling pupils in Kenyan public primary schools: headteachers and teacher counsellors role perceptions and experiences (Doctoral dissertation, Durham University).
Nzoka, J. T., & Orodho, J. A. (2014). School management and students’ academic performance: How effective are strategies being employed by school managers in secondary schools in Embu North District, Embu County, Kenya. International Journal of Humanities and social science, 4(9), 86-99.
Okech, J. E. A., & Kimemia, M. (2012). Professional counseling in Kenya: History, current status, and future trends. Journal of Counseling & Development, 90(1), 107-112.
Patel, V., Kieling, C., Maulik, P. K., & Divan, G. (2013). Improving access to care for children with mental disorders: a global perspective. Archives of disease in childhood,
98(5), 323-327.
Prince, J. P. (2015). University student counseling and mental health in the United States: Trends and challenges. Mental Health & Prevention, 3(1-2), 5-10.
Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15, 1289-1311.
Simatwa, E. M., Odhong, S. O., Juma, S. L. A., & Choka, G. M. (2014). Substance abuse among public secondary school students: Prevalence, strategies and challenges for public secondary school managers in Kenya: A case study of Kisumu East Sub County.
Tejada-Gallardo, C., Blasco-Belled, A., Torrelles-Nadal, C., & Alsinet, C. (2020). Effects of school-based multicomponent positive psychology interventions on well-being and distress in adolescents: A systematic review and meta-analysis. Journal of Youth and Adolescence, 49(10), 1943-1960.
Theuri, J., & Mutisya, D. N. (2021). Alcohol and Drug Abuse as Ecological Predictors of Risk Taking Behaviour among Secondary School Students in Kajiado North Sub-County, Kajiado County, Kenya. African Journal of Empirical Research, 2(1&2), 50-55.
Van Loey, N. E., & Van Son, M. J. (2003). Psychopathology and psychological problems in patients with burn scars: epidemiology and management. American journal of clinical dermatology, 4, 245-272.
Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7-97.
Published
2023-05-18
How to Cite
Wangila, C., Simiyu, J., & Oseko, A. (2023, May 18). Effects of Psychosocial Interventions on Growth of Adolescent Students in Public Secondary Schools in Trans-Nzoia County. African Journal of Education,Science and Technology, 7(3), Pg 753-756. https://doi.org/https://doi.org/10.2022/ajest.v7i3.909
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