Mental Health in Kenyan Schools: Teachers' Perspectives
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Date
2020Author
Mbwayo, Anne W
Mathai, Muthoni
Khasakhala, L I
Kuria, Mary W
Stoep, Ann Vander
Type
ArticleLanguage
enMetadata
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Introduction: This qualitative study, conducted in public primary and secondary schools, sought teachers' perceptions of mental health concerns that are relevant in school settings. Based on the phenomenological theory, the study aimed to understand the teachers experiences of mental health problems in the schools and how they handled them.
Method: The schools sampled represented rural, suburban and urban sections of Kiambu County in Kenya. Data were collected through Focus Group Discussions (FGDs). The researcher made summary notes from both audio taped interviews and notes made by the research assistants and summarized the major themes.
Results: Teachers reported that they were aware that students suffered from mental health problems. They recognized learning difficulties, externalizing problems, internalizing problems, bizarre behavior, and problem substance use among students. Teachers reported that lack of skills and time were challenges in dealing with student mental health problems.
Conclusion: Teachers perceive presence of mental health problems among the students. There is need for in- service training for identification and referral and that school psychologists be employed to deal with student mental health problems.
Citation
Mbwayo AW, Mathai M, Khasakhala LI, Kuria MW, Vander Stoep A. MENTAL HEALTH IN KENYAN SCHOOLS: TEACHERS' PERSPECTIVES. Glob Soc Welf. 2020 Jun;7:155-163. doi: 10.1007/s40609-019-00153-4. Epub 2019 May 20. PMID: 32864296; PMCID: PMC7449150.Publisher
University of Nairobi
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Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Health Sciences (FHS) [10378]
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