Institute of Youth Studies

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Browsing Institute of Youth Studies by Subject "Caregivers"

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    Psychosocial Experiences Influencing Coping Mechanisms among Caregivers of Children with Severe Intellectual Disabilities in Special Schools of Jinja District, Uganda
    (Tangaza University College, 2018-10) Gratia, Nekesa Matilda
    With about seven billion total world population, there are almost one billion people having disabilities. Children constitute 200 million of those with disabilities. Of the 200 million children with disabilities, 80% live in developing countries most of which are in Sub-Saharan Africa. Taking care of children with severe intellectual disabilities is a very taxing experience for caregivers in Uganda. However, insight into caregivers’ individual experiences is scarce to guide effective responses to their care needs. This study therefore explored the psychosocial experiences influencing coping mechanisms among caregivers of children with severe intellectual disabilities in Jinja district, Uganda. The study aimed at examining the psychosocial experiences, establishing the coping mechanisms and assessing the psychosocial support for caregivers. Although from the literature there are numerous studies conducted on psychosocial experiences and coping mechanisms among caregivers, most of them have been conducted in America, Europe and Asia. Uganda, one of the African countries south of the Sahara, with the greater percentage of children living with disabilities, has had sparse studies exploring psychosocial experiences influencing coping mechanisms among caregivers. The study was informed by two theories: the stress-coping theory by Lazarus and Folkman, and the selfdetermination theory by Deci and Ryan. A qualitative phenomenological research design was employed. The study used purposive sampling to select the participants. The target population of this study was 170. A sample of 20 participants was recruited for the study. The research instruments used were interview and focus group discussion schedules. The study employed thematic data analysis. The researcher conducted a pilot study with 2 participants who were not part of the study to guarantee the reliability of the instruments. The findings of this study indicated that caring for children with severe intellectual disabilities is beset with many negative psychosocial experiences and a general lack of psychosocial support for caregivers by the community or government. Therefore, this study recommends that caregivers of children with severe intellectual disabilities be supported socially, psychologically and emotionally for their better nurturing of such children. This study offers significant information for policy and research, and works as a guide in developing intervention programs for caregivers of children with severe intellectual disabilities by various stakeholders.
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    Training Home-based Caregivers towards a Holistic Development of Infants (aged 0 -2 years) in Kenya
    (Tangaza University College, 2019-01) Moniz, Carmen Maria
    Holistic development in early childhood is significant as it occurs within the sensitive periods and if neglected, results in irreversible damage affecting the infant’s future. Globalization has had an impact on family life throughout the world. In Kenya, parents are overwhelmed with their socio-economic commitments and have overlooked the needs of the infant particularly below twenty-four months. They tend to rely on caregivers who are assumed to have knowledge and, this is detrimental to the infant. This project aimed to create a manual that could be used to train caregivers towards a holistic development that encompasses the biosocial, psychosocial, emotional and cognitive factors of growth of infants in their first two years of life. The specific objectives focus on providing an environment that stimulates the senses, accompanies the infant in building their language skills, creates a secure bond, encourages gross and fine motor movement while respecting the infant’s individuality. The training is supported by Bowlby’s Attachment theory, Erickson’s psychosocial theory and Piaget’s theory of cognitive development. The training programme consists of 20 sessions carried out over a 5 day period of 4 sessions per day. The sessions are designed using Bloom’s Taxonomy. It is delivered using Kolb’s Experiential Learning Model with the participants as the primary target and the infants as the beneficiaries of this project. After the training, the participants will be able to use the developmental milestones to not only recognize the signs of impairment but distinguish between disability and weakness. In addition the trainee will be able to modify and adapt the techniques learnt to help the infant reach their potential. This training intends to provide an opportunity for the participants to form a support group to enable them to continue to learn from each other’s experiences.