THE MODERATING INFLUENCE OF MANAGEMENT OF SYMPTOMATOLOGY ON THE RELATIONSHIP BETWEEN MANIFESTATION OF SYMPTOMATOLOGY AND PSYCHOLOGICAL ADJUSTMENT OF THE SURVIVORS OF ARSON ATTACK IN HIGH SCHOOLS IN NAIROBI COUNTY

M Lusambili, G Nyaga, C Kimamo, J Muthami

Abstract


Arson attacks in high schools occur throughout the world. They are traumatic events and leave survivors with trails of psychological trauma, which impair their mental health wellness and functioning. In order for the survivors to return to normalcy, they will need psychological adjustment. The primary objective of the research was to determine the moderating influence of management of symptomatology on the relationship between manifestation of symptomatology and psychological adjustment of the survivors of arson attack in high schools in Nairobi County. This research adopted a descriptive survey design to execute it. Snowball sampling technique was applied. The study population will comprise of high schools including students. The study used self-administered questionnaires for students to collect data. Quantitative data was analyzed by descriptive statistics and inferential statistics then statistical package for social sciences. Hypothesis was analyzed by Pearson product moment, Correlations (r) and step wise regression technique. Qualitative data from open ended questions were read, paying attention to ideas, documents and concepts from respondents. Field notes was edited and written based on content and theme and analyzed accordingly. The study adopted social support theory. The theory states that the support an individual survivor receives from the social networks boosts the individual survivors’ resilience and promotes health wellness and psychological adjustment. There is a relationship between social support and individual health. The outcome of the study will have implications on policy and theory. On policy the study helped to identify gaps in the current understanding of arson survivors in schools and will assist education planners, administrators and those responsible for education in formulation of adequate policy framework.


Full Text:

PDF

References


Cameron, J. (2005) Welsh Government, Welsh Arson reduction strategy 2012-2015

Cohen, S and Mckay, T.A (1985) stress, social support and the buffering hypothesis psychological bulletin 98.310-357

Cooper, R.D. and Schindler, S.P. (2003) Business Research methods. Boston McGraw Hill

De Wolf. D (2004) Mental health response to mass violence and terrorismhttps://www.mentalhealth.samhsa.gov/publications/allpubs/5MA-395/default.ap 173-89

Kipngeno, R.A and Kyalo W.B (2009).Safety Awareness and Preparedness in Secondary Schools in Kenya.Educational Research and Review Vol (8) PP, 179-384

Mugenda .O. and Mugenda A (2003).Research Methods: Quantitative and Qualitative approaches, African Centre for Technology Studies Acts, Nairobi.

National Crime Research Centre (2017): Rapid Assessment of Arsons in Secondary Schools in Kenya – July – August 2016 Copyright 2017.Nairobi Kenya

Orodho, J.A (2013). Essentials of Educational and Social Science Research, Africa Journal of Industrial Psychology. 4(1) 64-69

Seaton, C. L. (2009) Psychological Adjustment: The encyclopaedia of positive psychology. Doi 1.111/6.978140516 1251. 2009x

Shibutse, P.M China S and Omuterema S. (2011).Causes of fire disasters in Secondary Schools in Kenya: Journal of Research on HumanitiesVol 4 25 (2014)

Tertullian, I (160-200) Fear is the foundation of safety. https//www.azquotes.com/quote/292304 “Title Tertullian quote”

Von Bertalanffy, L. (1968). Organismic psychology and systems theory (Vol. 1). Clark University Press.

Wade, P, Taeman, D., Golden, S. Wilson R and Woodley (2007).The impact of school fires;a study of wider economic and social impacts on schools and the local community. The publications unit, national foundation for educational research,Slough,Berkline

Yadutta,T and Ngau, P (2004), Research Design, Data Collection and Analysis.A Training manual for United Nations for regional development, Africa Office, UNCRD textbook series No.12


Refbacks

  • There are currently no refbacks.