Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738420
Title: Can school lessons devised using psychological theories and therapeutic approaches positively impact on the mental health and emotional intelligence of young people affected by war including ex-child soldiers in Northern Uganda?
Author: Radoja, Stevan
ISNI:       0000 0004 7229 6867
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2018
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Abstract:
The aim of this investigation was to identify if school lessons, which were designed to incorporate psychological theories and therapeutic approaches, could improve the mental health and/or emotional intelligence of the students being taught the lessons (N=76). The lessons (the intervention program) were designed by the researcher and taught by local teachers at 11 secondary schools to year 7 and year 8 pupils in an area of Northern Uganda where a civil war had taken place during the previous 22 years between a rebel group and government forces. The study comprised the intervention group who were taught the lessons over 2 years and a control group living in the same area that were not taught the lessons. Both groups were given a Mental Health (MH) and Emotional Intelligence (EI) questionnaire designed by the researcher at the beginning of the intervention period and at the end. Volunteers from the intervention group also took part in a semi structured interview. Teachers who taught the program were also given a questionnaire to elicit their views on the benefits and workability of the program. The findings indicated a significant effect of the intervention on most aspects of MH and EI in the intervention group compared with the control group. The effects of the intervention did not vary significantly between genders. Teachers’ questionnaires indicated an overall positive effect on teacher student relationships, behavior and general benefits to students. The elements of the program such as the teaching approach, methods of learning, content and effect on relationships between students were not examined but form part of a discussion into the potential future direction /further research for programs with similar aims.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.738420  DOI: Not available
Keywords: BF Psychology
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