EN :

This study examines the Thari pilot programme, developed by the Adopt-a-School Foundation as a potential solution to address school violence and children’s psychosocial health in South Africa. Employing an exploratory sequential mixed methods research design (QUAL-quan), the study evaluates the effectiveness of the Thari programme in providing essential psychosocial support services to children. The primary objective of the programme is to foster safe and violence-free learning environments that are academically effective, gender-sensitive, inclusive, and conducive to the health and well-being of all education stakeholders. The paper explores the psychosocial interventions employed by the Thari programme and assesses their contributions in creating secure and violence-free learning environments. The study findings offer support for the utilisation of psychosocial interventions in schools, as evidence suggests that these interventions positively impact school safety.

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Adverse childhood experiences (ACEs) — potentially traumatizing events that occur in childhood — have been linked to serious health problems later in life. Despite the documented negative effects of ACEs, and the high prevalence of ACEs in lower-middle-income countries, research about ACE prevalence is sparse for locales in Sub-Saharan Africa. This descriptive study examined the prevalence of ACEs among 800 children and teens in the Cape Coast Metropolis, Ghana, as reported by their parents (or caregivers), who were recruited from February to April 2021. Parent-reported sociodemographic characteristics and ACEs experienced by the children and teens were collected with the Center for Youth Wellness ACE Questionnaire (CYW ACE-Q). Analysis of the parents’ reports indicated that about 84.9% of the children and teens had been exposed to at least one ACE, 69.1% had experienced two or more ACEs, and 51.8% had experienced three or more ACEs. The most prevalent ACEs, according to the parents, were community violence (50.2%), separated parents (34.0%), physical abuse (33.4%), and emotional abuse (28.9%). This study thus reveals a high prevalence of ACEs in the Cape Coast Metropolis of Ghana, suggesting the need for policies and actions aimed at reducing community violence and protecting children from abuse in the Metropolis.

EN :

The COVID-19 pandemic necessitated the closure of schools, prompting 93% of U.S. households with children to transition to remote schooling. This study investigates coping mechanisms used by parents and the emotional impact of remote schooling on their well-being. A cross-sectional online survey, grounded in the Transactional Model of Stress and Coping, was conducted among 133 U.S. parents with children engaged in remote schooling from May to October 2020. Pearson correlations and paired sample t-tests were calculated. Multiple regression was performed to determine how well stress, resilience, and gender predict depressive symptoms. The study participants had an average of 1.96 children. Most commonly used coping mechanisms included planful problem-solving, seeking social support, and escape/avoidance. A statistically significant positive association was found between stress and depressive symptoms. Stress and depressive symptoms increased during the pandemic, while resilience decreased. The resulting statistically significant regression model of stress, resilience, and gender accounted for 75.4% of the variability in depressive symptoms. These results underscore the importance of addressing parental well-being and mental health during times of crisis, particularly when children are engaged in remote schooling.

EN :

There is a lack of knowledge about families raising adolescents with profound intellectual and multiple disabilities (PIMD) during the transition to adulthood. This study explores the experiences and support needs of these families throughout this transition. A qualitative design was used, consisting of semi-structured interviews with mothers (N = 10) of children aged 10 to 23 with PIMD. The interviews were analyzed via a coding scheme based on a theoretical framework for family quality of life (FQOL) and stages of adolescence. Positive and negative experiences and distinct support needs were examined in the FQOL domains and stages of adolescence. These families have a unique need for information on development and participation opportunities for children with PIMD, and how to support them. Other needs and experiences expressed, such as dealing with hormonal changes and with being transferred from paediatric to adult care services, were consistent with other families with support needs. The obtained knowledge can be used to improve support for families with an adolescent child with PIMD. In addition, future research in this area is recommended and should be grounded in a family-centred, strengths-based, longitudinal approach.

EN :

The alarming prevalence of HIV/AIDS and unwanted pregnancy among learners is of considerable concern. This study aimed to explore the barriers encountered by youth workers in implementing sexual and reproductive health education (SRHE) in secondary schools South Africa in the Western Cape province of South Africa and also to explore the benefits these youth workers bring. Qualitative methods and individual interviews were used to gather data. The findings show that cultural socialisation remains a major barrier to the effective implementation of SRHE by youth workers. Positive outcomes from the presence of the youth workers in schools include an increase in learners’ self-esteem and greater acceptance of moral values such as good citizenship and respect for others regardless of differences. Accordingly, this study recommends integrating youth workers into the schools by adding SRHE to the curriculum and having it implemented by them. When such programmes are set up, the role of youth workers in schools should be clearly articulated to avoid conflict between teachers and youth workers.