Dealing With Acute Stress Disorders (Asd) Screening

Abstract

According to Kagwanja, (2012), Nakuru experienced serious conflict in the aftermath of the 2007/2008 elections, particularly in MaaiMahiu and Naivasha Town. Unmanaged trauma amongst students in schools is a real threat to their mental health; hence the need to examine the strategies of trauma management that schools have put in place as a way of reducing trauma risk. The objective of the study was to find out how the children who experienced PEV were reintegrated back to the normal learning in schools, the various counseling strategies that where put in place and still existing in secondary school to handle students who experienced PEV in Nakuru County, Kenya and the challenges faced by the school in trying to handle those students who experienced PEV The study adopted a descriptive research design. Five zones in the county were selected; Gilgil, Kuresoi South and Kuresoi North. Nine (9) secondary schools were picked using simple random sampling. Four (4) class teachers, two female and two male were selected each from forms 1, 2, 3 and 4 giving a total of 144 respondents. The study concluded that: - Although therapy/counseling offers a reliable, supportive structure in which student can actively focus and work on themselves and relationships, without being judged, that therapy/counseling relationship is healing both experientially and through learning. - That some teachers/counselors lacked the competency to do ASD counseling. - Teachers also should employ different strategies, key among which include: recognizing that a student is going into survival mode and responding in a kind, compassionate way and adapt the classroom‘s mindfulness practice for counteracting the impact of trauma. The study recommends as follows: - That there is a need for an establishment of a fully-fledged psychosocial assistance unit in school to guide the students on the road to recovery in schools - That trauma is a serious threat to the wellbeing of students in schools and should be addresses forthwith by all parties involved - That there is a great need to have systems in place to carry out identification, counseling and rehabilitation of students who have experienced trauma as some go unnoticed. - That teachers and counselors undergo periodic capacity building to equip them with the necessary skills to handle students who have experienced trauma