NATURE OF PSYCHOSOCIAL SUPPORT PROVIDED TOWARDS EDUCATION IN EMERGENCY FOR THE GIRL CHILD IN TURKANA WEST SUB COUNTY, KENYA
Keywords:
Girl Child, Psychological Support, Education
Abstract
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.
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Bogonko, S.N. (1992). Reflections on Education in East Africa. Nairobi: Oxford University Press.
Chege, W., J. (2014). “Influence Of Inter-Ethnic Conflict On Girls’ Participation In Primary Education In Samburu Central Sub-County, Kenya.” Unpublished Master's Thesis. University of Nairobi, Kenya.
Egbo Anthonia Chinonyelum,{2013} The Role of Guidance and Counselling in Effective Teaching and Learning in Schools: The Nigerian Perspective.
Felsman, JK, “Social and Psychological Aspects of Emergency Settlement”, Interworks, University of Wisconsin Disaster Management Centre, 1996.
Felsman, JK, “The Image of War-Affected Children: An Ethical Dilemma from the Field”, Peace Psychology Bulletin, Vol. 1, No 1, April 1992.
Felsman, JK, “The Repatriation of Vulnerable Refugee Groups: Field-Based Planning and Co- ordination”, SATARI, Save the Children Federation, May 1993.
Felsman, JK. et. al., “Estimates of Psychological Distress among Vietnamese Refugees: Adolescents, Unaccompanied Minors and Young Adults”, Social Science & Medicine, Vol. 31, No 11, p.1251-1256, 1990., Fred C. (2010) School Guidance and Counselling Services. Schooling.
Gezelius, H., Refugee-Run Education: The Somali Refugee Primary School in the Republic of Yemen, RäddaBarnen, Stockholm, 1996.
Global Monitoring Report on Armed Conflict and Education, (UNESCO, 2011)
Hills, E.S. (1996). Arid Lands: A Geographical Appraisal. London:Methuen& Co. Ltd Government of Kenya (2003). Economic Recovery Strategy for Wealth and Employment Creation.2003-2007.Nairobi: Government Printer.
Hyde, K. (1989). Improving Women’s Education in sub-Saharan Africa.A review of the literature. Education and Employment Division, The World Bank.
IASC (2005). Guidelines on Gender-Based Violence Interventions in Humanitarian Settings. Action Sheet 7.4: Provide sanitary materials to women and girls, p.61. Geneva: IASC. http://www.humanitarianinfo.org/iasc/content/subsidi/tf_gender/gbv.asp.
Kanus, E. (2017). Influence of Guidance and Counselling Services on Students' Emotional adjustment in Secondary Schools in Kenya.
Kenrick, D. T., Neuberg, S. L., Griskevicius, V., Becker, D. V., & Schaller, M. (2010). Goal- Driven Cognition and Functional Behavior The Fundamental-Motives Framework. Current Directions in Psychological Science, 19(1), 63-67.
Kenya Reference students experiences of education in Kakuma Refugee camp.Unpublished master project Saskatoon University of Saskatchewan.Mareng CD (2006).
Kothari CR (2009) Research methodology and Techniques 2nd revised edition new Age International publishers.
Loescher, J. Milner, E. Newman, and G. Troeller, eds. (2008).Protracted RefugeeSituations: Political, Human Rights and Security Implications. Tokyo: UN UniversityPress.
Martínez, Elin. 2016. The Education Deficit: Failures to Protect and Fulfill the Right to Education through Global Development Agendas.
Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370-96. Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row.
Miller, K.E.; Rasmussen, A. Rasmussen, War experiences, daily stressors and mental health five years on: Elaborations and future directions. Intervention 2014
Onyilofor F.N.C., (2013). Repositioning Guidance and Counselling and curriculum innovation in higher education in Nigeria Journal of Internal Education.
Otake, Y. Community Resilience and Long-Term Impacts of Mental Health and Psychosocial Support in Northern Rwanda. Med Sci. 2018
Pamela: Peace Education Kit, Nairobi/Geneva, UNHCR, 2000.
Refugee Survey 2004.USCRI (U.S. Committee for Refugees and Immigrants).[online] Available at: www.refugees.org/data/wrs/04/pdf/38-56.pdf.
Sinclair, M. (2002).Education in Emergencies, in: Learning for a Future: RefugeeEducation in Developing Countries. Geneva: UNHCR.
Smith, A., and Vaux, T. (2003).Education, Conflict and International Development008).’Socio-economic and Cultural Constraints Facing Implementation of Free Primary Education in Garissa District’. Nairobi: Kenyatta University. Unpublished M.Ed Thesis. New York, Macmillan Publishers.
Sphere Project (2004). Humanitarian Charter and Minimum Standards in Disaster Response. Minimum Standards in Water, Sanitation and Hygiene Promotion, pp.51-102. Geneva: Sphere Project. http://www.sphereproject.org/handbook/index.html.
Summary Report of the Workshop on Promising Practices for Protecting Education from Attack and Schools from Military Use, (GCPEA 2016)
Tay, L., &Diener, E. (2011). Needs and subjective well-being around the world. Journal of Personality and Social Psychology, 101(2), 354-356. doi:10.1037/a.
Tolfree, D., Restoring Playfulness: Varieties of Approach to the Assistance of Children Who Are Psychologically Affected by War or Displacement, RäddaBarnen, Stockholm, 1996.
UNHCR (2012) 2012-2016 Education Strategy.
UNHCR.2013 UNHCR'S Mental Health and SupportSupport for Persons of Concern Geneva United Nations High Commissioner for Refugees.
UNICEF (2012) Water, Sanitation and Hygiene (WASH) in Schools Manual. United Nations.
University of Wisconsin, Emergency Settlement Project (1996). Topic 14 – Environmental Health: Water, Sanitation, Hygiene, and Vector Management. http://dmc.engr.wisc.edu/es96/Environhealth.html.
Wessells MG.2008 Do no harm: challenges in organizing support to displaced people in emergency settings Refuge 25-6-14.
World Bank, Accelerating Uganda’s Development: Ending Child Marriage, Educating Girls, 2017, http://documents.worldbank.org/curated/en/553381512398131516/pdf/121848-REVISED-rrUEU-10-Full-report.pdf (accessed March 2018).
World Vision International 2004).Dankei S. 2004. Refugee Interregnum in the international term.A study of Nepal Pakistan and Kenya. UNHCR Education and policy analysis unit.
Yusoff, Y. M., & Abdullah, N. R. W. (2021). Assessing the Effectiveness of Guidance and Counselling Programme in Managing Student’s.
