Browsing by Author "Wanjala, Patrick"

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Mindfullness-based intervention in school: challenges for future research
(KIBU, 2018-06-12) Makutsa, Leunita; Wanjala, Patrick
Adolescent is a period in which increases in numerous emotional and behavioral problems can occur.One of the risk factors contributing to this growth in psychological problems, is increased exposure to life’s stressors that occur during the adolescence, including interpersonal events(i.e. relationships with peers, romantic partners and parents) and achievements(i.e. greater academic demands emerging adult responsibilities). A school environment offers an excellent place to implement preventive interventions that teach students to cope effectively with their stressors. The findings from recent studies have indicated that a Mindfulness-Based Interventions that teach students to cope effectively with their stressors. The findings from recent studies have indicated that appears to be beneficial for children and adolescents;these findings have suggested that this technology can be applied in educational settings.The application of MBIs in schools raises interesting questions, some of which are addressed in this paper. Who should train adolescents in Mindfulness? Is it possible to train teenagers in Mindfulness over the internet? What are the mechanisms through which an a MBI prevents psychological problems and develops resilience. In thspaper, these issues are examined after a brief description of MBIs with regard to adolescents.
Prevention of depression in adolescence: the use of skill facilitation approaches
(KIBU, 2018-06-12) Makutsa, Leunita; Wanjala, Patrick; Wepukhulu, Rispa
Depression during childhood and the tremendous increase in depressive symptoms during early and mid-adolescence is a more public concern, not only in Europe and the U.S but also in other parts of the world. In Germany, for instance, 5.2% 0f 7 to 13 year olds and 5.6% of 14- to 17-year old adolescents show clinically relevant symptoms of depression (conservative estimate based on representative data; Ravens-Sieberer, Willie, Bettge, &Erhart, 2007). Risk factors for depression in adolescence are rooted in children’s biological and personality characteristics interacting with adverse environmental factors which may lead to cognitive biases (e.g., Lewis, Jones, &Goodyer, 2016). Additional negative life events and various bio psychosocial processes during puberty, such as hormonal, brain-related, and cognitive changes, increased self-awareness or peer-related risks like teasing (Nolen-0Hoeksema & Hilt, 2009; Weichold&Silbereisen, 2008) seem to be responsible for the increase in mild to severe forms of depression from childhood to adolescence. Especially girls with an early timing of pubertal maturation are at risk for developing depression with an early onset and chronic progression (Weichold, Sibereisen, & Schmitt-Rodermund, 2003). Because sub threshold depression and clinically relevant forms create significant individual and social costs (e.g., Bertha &Balazas, 2013), effective prevention strategies are urgently needed.