BC-Department of Educational Psychology
Permanent URI for this collection
Browse
Recent Submissions
Item Psycho-social risk correlates of serious offending behavior among juveniles of school going age within Kenyan Borstal Institutions(Kenyatta University, 2025-04) Waichinga, Anne WambereSerious delinquency among juveniles is a significant concern globally as indicated by the rising rates of juvenile recidivism in many countries. Recidivism among juveniles has been linked to seriousness of criminality. Several studies have associated it to insufficient preventive and rehabilitation processes and programs for juvenile offenders. This challenge is a deterrence to the realization of access to quality education for every child. In Kenya the problem of serious juvenile offending is a drawback to the milestones achieved towards the realization of quality education for all, sustainable development goals and vision 2030 flagship projects. Therefore, this issuenecessitates strategicintervention in order to ensure thatevery child enjoys their right to quality education. This study purposed to establish the association between psycho-social correlates and serious juvenile offending behavior among juveniles of school going age in Kenyan Borstal institutions. The study objectives sought to establish the relationship between antisocial attitudes, parental support, commitment to school, exposure to community violence and serious juvenile offending behavior among school going age juveniles incarcerated within Kenyan Borstal institutions. The study was guided by the Cognitive Behavior Theory proposed by Aaron Beck (1966). Thestudy adapted correlational research design. Thetarget populationwas all the250 male juvenileoffenders in ShimoLa Tewa prison, all the26 female offenders at Kamae Borstal Institution and key informants in the two institutions. To draw inferences from the targeted population, 49 male juveniles and 26 female juveniles were selected. Theresearcherused systematicsamplingmethod inShimolaTewa but targeted the entire population of female juvenile offenders at Kamae Borstal. 8 key informants comprising the superintendents in-charge of each institution, 3 welfare officers/counsellors, 2 teachers and 1 visiting counsellor were sampled using purposive sampling. A questionnaire incorporating scales from the Denver Youth Survey tool, Social Support questionnaire for Children and Self Report Delinquency Survey were used as instruments. A pilot study was conducted among ten serious Juvenile delinquents who were not part of the study sample. Central tendency and frequency counts were ustilised as descriptive statistics and correlation analysis as inferential statistics. The results indicated; a moderate positive significant correlation between antisocial attitudes and serious juvenile offending behavior (r(70) = .42, p = .000 ≤ 0.05), a weak negative relationship between parental support and serious juvenile offending behavior (r (70) = -.23, p = .05 ≤ 0.05), a weak positive but insignificant correlation(r (70) = .18, p = .14 ≥ 0.05) between commitment to school and serious juvenile offending behavior and a weak positive but insignificant correlation(r (70) = .16, p = .18, ≥ 0.05) between exposure to community violence and serious juvenile offending behavior. The findings also revealed high rates of recidivism (M =21.28, SD=3.05) and a high frequency of (58.2%: n= 42) indicating that targeted juveniles were serious offenders. The study did not establish any moderating effect of gender as the intervening variable. The study concluded that antisocial attitudes and parental support contributed to serious juvenile offending behavior but commitment to school and exposure to community violence did not influence serious juvenileoffending behavior. In the light ofthese findings, this study recommends a collaborative response among actors in the education and child protectionsectorstosafeguardinglearnersfromseriousoffendingbehavior.Item The Contextualisation of 21st Century Skills: Assessment in East Africa(Springer Link, 2024) Care, Esther; Giacomazzi, Mauro; Mugo, John KabuthaEducation systems worldwide are adapting to demands from civil society and the workforce to better equip young people to function effectively in the twentyfrst century world. The lag from awareness to aspiration to policy and to practice requires communities to contribute to building knowledge, developing tools, and representing society’s needs to government. Three countries in sub-Saharan Africa, Kenya, Tanzania, and Uganda, are benefting from the efforts of a network of civil organisations working together with academia and government, which seek to enhance education provision. This introductory chapter establishes the context in which the Assessment of Life Skills and Values in East Africa initiative has developed tools to measure adolescents’ profciencies, and in so doing developed expertise in the assessment of life skills and values through a regional initiative.Item Wither African Indigenous Knowledge? The Case Of Primary Education In Africa From Colonialism To Globalisation(2008) Sifuna, Daniel N.The paper shows that the success of any education system depends not only on the nature of its aims, but also on its content. Indigenous African education grew out of the immediate environment, real or imaginary. From the physical environment, children had to learn about weather, landscape, animal and insect life. Children had to have knowledge of important aspects of the environment in order to adopt and exploit it. Most of the early Western scholars at the time of colonization, however, assumed that because Africans knew no reading and writing, they had no systems, contents and methods of education to pass on to the young. To such scholars, education in Africa meant Western civilization. The failure to integrate indigenous learning and Western education was partly a deliberate effort to eradicate African education. The introduction of Western institutions by some colonial agencies, especially the Christian missionaries was also calculated to undermine many aspects of African social structures and pave the way for their replacement. The Western assault on traditional knowledge also applied to the replacement of local languages with foreign languages. With achievement of independence for most African countries in the 1960s, little effort was devoted to considering whether the knowledge conveyed in the schools was of relevance for the young nations. The more urgent problems had to do with the expansion of education, with the building of new schools, with government take-over of private schools as well as doing away with racially-segregated schools. Consequently, curriculum reform to reflect the relevance of the African setting did not take place. Western curricula values continued to be reinforced after independence. The current forces of globalisation, which have strong elements of cultural imperialism and aim at the harmonization of attitudes, supposedly, with the emergence of a global culture and the domination in the use of foreign languages in primary schools in Africa provide little or no room for acquisition of African indigenous knowledge. To arrest the current situation, the paper proposes that it is best for Africa to look to herself for the development of her own curricula and modes of delivery through the examination of methods and techniques of indigenous African knowledge.Item Psychosocial Impact of HIV/AIDS on Orphaned and Affected Children: Psychosocial Social Impact of Human Immunodeficiency Virus/AIDS on Orphaned and Affected Children(VDM Verlag Book Publisher, 2010-04-23) Mweru, M.; Arogo, G.Item Parenting: Conflict between traditional and modern parenting practices in Nairobi, Kenya(VDM Verlag Dr. Müller, 2012-03-20) Wang'eri, T. W.