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Psychosocial Interventions and Girl child’s Access to Emergency Education within Kakuma Refugee Camp, Kenya.
(Quest Journals Journal of Research in Humanities and Social Science, 2022-09-29) Nabiswa, Janet; Chelia, Rose Deng
Scanty studies have been done on the impact of psychosocial interventions and empowerment of the girl child’s access to education during emergencies especially those situated within refugee camp settings. Education is not just a fundamental right and public good, it also provides an empowering right through which economically and socially marginalized adults and children can liberate themselves out of poverty and fully participate in their societies. This study sought to address this empirical lacuna with reference to girls in Kakuma refugee camp in Kenya. The urgency was reinforced through an assertion by other studies that education needs to be a priority for refugees because children under 18 comprise about half of the global refugee population and that girls are most disadvantaged globally in all refugee contexts. This study evaluated influence of psychosocial interventions on the girl child’s access to emergency education within Kakuma Refugee Camp, Kenya. The study was guided by Maslow’s Hierarchy Theory of Needs as advanced by Abraham Maslow and the psychosocial interventions framework as modified from Ministry of health. The study area was Kakuma Refugee camp within Turkana West Sub-County in Kenya. The study employed a sample survey design. The sample frame was 27 primary schools with a pupil population of 57,000. The girls who formed the targeted population were 14,496
across the 27 primary schools and those sampled for the study were 6000 from 8 schools which had documented psycho-social cases. Guidance and Counselling teachers and Head Teachers were also sampled for this study in addition to two education officers based on their roles and expertise. The study found that only three of the nine psychosocial interventions were fairly rated between 50% and 65% on their application. These were psychotherapy at 64%, guidance and counselling at 60% and remedial classes during holidays at 51%. The study concluded that roll out of psychosocial interventions in the Kakuma refugee camp schools is still low and
could have a negative bearing on girl’s access to education in this emergency setting just as could be the case in other emergency settings as averred by previous studies outside the study area. It’s recommended that capacity of teachers and increased funding should be boosted so that psychosocial interventions can be fully applied and spread across to cover a wider number of girls in the emergency settings like Kakuma refugee camp, Kenya.
Emergency Strategies in the Management of Human Wildlife Conflict for Sustenance of Livelihoods and Education in Baringo North Sub-County, Kenya.
(Quest Journals: Journal of Research in Humanities and Social Science, 2023-01-11) Nabiswa, Janet; Cheptarus, Gideon
Human-wildlife conflict (HWC) has reached disaster proportions based on number of deaths of human and wildlife whether as absolute figures or even in the context of destroyed fauna and flora globally. The convergence areas of conflict are around protected areas, where wildlife population is higher and wild animals often stray into adjacent cultivated fields or grazing areas. This study focused on Kamnarok National Reserve in Baringo North Sub-County, Kenya which has received scanty empirical focus on this aspect of HWC. The main objective of the study was to examine emergency response strategies in the management of HWC for sustenance
of livelihoods and education in Baringo North Sub-County, Kenya. The study was guided by Kenneth’s and Kilmann’s Conflict Styles theory together with Dollard’s Frustration Aggression Displacement theory. A descriptive survey research design was used. The study population was 286 with principal respondents being drawn from adjacent community households that were victims of HWC. Data was collected using questionnaires, interview schedules, and Focus Group Discussions. On emergency response strategies being applied in the study area, coping strategies were rated as follows: seeking medical treatment after attack was rated at 75%; psychotherapy after the attack was rated at 21% while compensation following the attack was rated at 14%. Since psychotherapy support is very critical in emotional healing and reduced trauma while compensation cushions households especially where a breadwinner has been killed or disabled by the wildlife attack, such low uptake is a precursor to continued hostilities and prevalence of HWC. As for mitigating strategies, the need to initiate dialogue with communities living adjacent to the national reserve was supported at 92% just as was the case with erecting electric fencing around the national reserve to keep off stray wild animals. Other strategies like up-scaling of community awareness on likely economic value to the area in the event that wildlife is supported were rated at 88%. Strengthening of community-based conservation as a prevention strategy for boosted socio-economic gains for the local people received an approval rating of 92%. The study concluded that the strategies employed in the management of HWC are not effective in dealing with the problem since they are short lived and are often reactive in nature. Key coping strategies to allow healing emotionally and economically like psychotherapy and compensation were poorly rated. Psychotherapy which is a critical psychosocial component together with compensation should be boosted. Compensation efforts should consider relocation of adjacent communities as effects of climate change take effect and more people initially not covered under compensation policy are affected.
Assessment of Nexus Between Features of School Culture and Student Deviance in Schools Within Bungoma County, Kenya
(Asian Journal of Educational Research, 2017-09-29) Nabiswa, Janet; Misigo, Bernard L.; Korir, Daniel
Whereas many schools have been known to exhibit strong school cultures that seem to drive academic excellence, deviant behaviour in schools continues to be a matter of global concern. Knowledge of the role school culture plays in mitigating deviance is vital for any prevention programme yet this has been missing. The study sought to address this gap by examining influence of features of school culture on student deviant behaviour in secondary schools of Bungoma County, Kenya. A sample size of 79 secondary school management was used from a study population size [N] of 504. Mixed research design was employed while sampling strategy was a blend of multiphase, stratified and purposive sampling. The data for the study was obtained through questionnaire, interviews, document analysis and direct observations. Results were analyzed using cross-tabulations, frequency tables, Chi square and simple linear regression. The sampled features of school culture were being applied in schools within Bungoma County and Chi-square tests revealed a significant relationship between features of school culture and student deviant behaviour prevalence in schools. However, regression analysis revealed a weak to moderate relationship between features of school culture and deviance levels. The study concludes that features of school culture influences student deviant behaviour prevalence hence other than direct punishment of deviants, school cultures with features loaded with preventive and corrective aspects should be embraced. The findings strengthen empirical view to education sector towards packaging school culture as an important variable to mitigate student deviance.
Organizational attributes that support reliable Emergency Medical Services response during Mass Casualty Incidents in Nairobi County, Kenya
(International Journal of Scientific and Research Publications, 2021-11-29) Baru, Evelyn; Omuterema, Stanley; Nabiswa, Janet
When disaster strikes resulting in mass casualties, the number of victims rapidly exceeds locally available intervention resources
thereby necessitating exceptional response arrangements. When these tragic and traumatizing large-scale events occur, the public
expects the local disaster response entities to be on hand to provide much needed assistance. Whereas the ultimate goal of any
emergency medical response is to obtain the best possible intervention for the greatest number of casualties, research indicates that
the efficacy of the emergency medical services (EMS) organization’s response to past major incidents in Nairobi County, Kenya,
has been inefficient. The aim of this study was to address this gap by examining the organizational attributes of EMS organizations
that influence reliable disaster response to Mass Casualty Incidents (MCIs) in Nairobi County Kenya. The specific objective of the
study was to examine EMS personnel’s perceptions of organizational strategies that support reliable disaster response during MCIs
in Nairobi County, Kenya. The study was guided by the high reliability theory as an approach for enhancing reliable emergency
medical response performance in dynamic high-risk settings such as mass casualty disaster events. Non-probability convenience
sampling approach was used to draw a target study population of 71, out of which a sample size of 54 study respondents comprising
certified emergency medical technicians in fulltime employment by EMS agencies in Nairobi County was used. The study used the
sequential explanatory quantitative method design. The data for the study was obtained through questionnaires and document
analysis. Data were analyzed using descriptive statistics: frequency tables and diagrams were used to present quantitative data. The
questionnaire measure of internal consistency yielded a reliability of Cronbach alpha α = .82. The study findings reveal that the
EMS personnel in Nairobi County perceive that the EMS agencies’ organizational strategies manifest HRO-like attributes to support
reliable disaster response during MCIs. The study findings provide a mindfulness theoretical approach that EMS organizations can
adapt to maintain reliable disaster response performance when dealing with the unexpected especially during response to MCIs.
The study recommends that to support reliable disaster response performance especially during MCIs, EMS agencies should
consider harnessing the existing organizational strategies using mindfulness strategies supported by disaster response policies in
Nairobi County, Kenya.
Nature of Psychosocial Support Provided Towards Education in Emergency for the Girl Child in Turkana West Sub County, Kenya
(Reviewed Journal of Social Science & Humanities, 2021-12-14) Deng, Chelia Rose; Ombachi, Kipkorir Nicholas; Nabiswa, Janet
The objective of the study was to examine the nature of psychosocial support provided towards education in emergency for the girl child in Turkana West Sub-County. Questionnaires were used to collect data from 387 respondents which comprised of primary school girls from Turkana West Sub-County schools. Interview guides and focus group discussions were used to collect data from the key informants who comprised of teachers, head teachers, representatives from the Ministry of Education, Emergency education specialists and UNHCR officials in Turkana West Sub County. The study found out that 71% of the girls agreed that individual counseling has been one of the nature of psychosocial support used to assist girls and advice from the class teacher which rate at 68%. From the results obtained on the nature of the psychosocial support provided to girls in emergency primary education in Turkana west Sub-County, it was found that some support was not effective to the girls. The study found out that, out of the different forms of psychosocial support offered to the girl child in emergency primary education in Turkana west Sub-County, not all schools were given the same support by the NGOs and the government. There was need to improve on the criteria of disseminating the information to the girls and the communities at large. The findings would in turn help the various implementing agencies to develop policies that would ensure girls were supported appropriately in their education. The study results would also add up to the knowledge base on education in emergencies.