Mbwayo Anne Wanjiru, Mathai Muthoni, Khasakhala L I, Kuria Mary Wangari, Vander Stoep Ann
Department of Psychiatry, College of Health Sciences, University of Nairobi; PO Box 19676 - 00202, Nairobi.
Child Health Institute, University of Washington, P.O. Box 354920, Seattle, Washington USA 98195.
Glob Soc Welf. 2020 Jun;7:155-163. doi: 10.1007/s40609-019-00153-4. Epub 2019 May 20.
This qualitative study, conducted in public primary and secondary schools, sought teachers' perceptions of mental health concerns that are relevant in school settings. Based on the phenomenological theory, the study aimed to understand the teachers experiences of mental health problems in the schools and how they handled them.
The schools sampled represented rural, suburban and urban sections of Kiambu County in Kenya. Data were collected through Focus Group Discussions (FGDs). The researcher made summary notes from both audio taped interviews and notes made by the research assistants and summarized the major themes.
Teachers reported that they were aware that students suffered from mental health problems. They recognized learning difficulties, externalizing problems, internalizing problems, bizarre behavior, and problem substance use among students. Teachers reported that lack of skills and time were challenges in dealing with student mental health problems.
Teachers perceive presence of mental health problems among the students. There is need for in- service training for identification and referral and that school psychologists be employed to deal with student mental health problems.
这项在公立中小学开展的定性研究，旨在探寻教师对学校环境中相关心理健康问题的看法。基于现象学理论，该研究旨在了解教师在学校中对心理健康问题的体验以及他们是如何处理这些问题的。
抽样的学校代表了肯尼亚基安布县的农村、郊区和城市地区。数据通过焦点小组讨论（FGD）收集。研究者从录音访谈和研究助理所做的笔记中整理出总结性笔记，并归纳出主要主题。
教师报告称他们意识到学生存在心理健康问题。他们认识到学生存在学习困难、外化问题、内化问题、怪异行为以及问题物质使用等情况。教师们表示，缺乏技能和时间是应对学生心理健康问题的挑战。
教师察觉到学生中存在心理健康问题。需要开展在职培训以进行识别和转诊，并且应聘请学校心理学家来处理学生的心理健康问题。
