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dc.contributor.advisorGeorge Mathenge Wairunguen_US
dc.contributor.advisorMargaret Murugamien_US
dc.contributor.authorMugure, Wang’eri Joyce
dc.date.accessioned2023-01-27T05:49:16Z
dc.date.available2023-01-27T05:49:16Z
dc.date.issued2022
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/24535
dc.descriptionResearch Thesis Submitted in Partial Fulfilment for the Award of Degree of Doctor of Philosophy in Special Needs Education in the School of Education of Kenyatta University, October, 2022en_US
dc.description.abstractReintegration focuses on an individual's ability to function in community in terms of peer connections, facility and family in general. The aim of this study was to determine the outcome of the transitional process of behavior change among the rehabilitee graduates released from rehabilitation schools in Kenya. The research goals were; to identify factors that contribute to successful reintegration, to examine follow-up of the graduates, to investigate the opinion of the graduate rehabilitees towards the reintegration process, explore whether family members accept and support the graduate rehabilitees, to establish ways in which community leaders support the reintegrated rehabilitees, explore the challenges faced by the reintegrated rehabilitees and identify gaps on the education and vocational training curriculum used in rehabilitation Schools. The target population was drawn from the rehabilitees reintegrated from all rehabilitation Schools, rehabilitation School managers, one family member and one community leader per rehabilitee who knew them well were also targeted. A sample size of 10 rehabilitees, 7 managers, 10 family members and 10 community leaders were interviewed. A qualitative research approach applying phenomenological design was applied. This was used to allow researchers to gather information on reintegrated rehabilitation graduates. The study used snowball sampling technique to select the Graduate Rehabilitees. Interview guides were used to solicit information from respondents. The school managers, family members and community leaders were purposively selected. It was informed by the Social Reaction Theory founded by Erwin Lemert. The pilot study was done on graduates residing within Kiambu and Nairobi counties who were reintegrated from Othaya and Kakamega Rehabilitation Schools. Researcher handed over the research tools to various research professionals, including supervisors and fellow researchers, to review their content and relevance. Their suggestions were incorporated into the research instruments to improve them. Further triangulation of data, detailed questions during interviews, use of field notes, and use of appropriate time in the field also increased the reliability of qualitative data. A biographical study based on the life stories of individuals reintegrated from rehabilitation school from year 2012–2015 was appropriate to fill this gap. Data was collected through interviews, coded into topics, and written in a notebook to help answer research questions. There was lack of funds for follow-up and no set programs for reintegration. It was found that there was need for more courses to be introduced in the schools to help the Rehabilitees cope with improved technology after they are released and also help them acquire skills to help them earn a living after reintegration. Majority of the reintegrated rehabilitees were not on any form of supervision, no follow-up, some graduates had a lot of support from their families, some were discriminated upon in the community for being rehabilitees and finding jobs, schools and other services within the community was not easy.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectTransition Processen_US
dc.subjectBehaviour Changeen_US
dc.subjectGraduate Rehabilitees Reintegrateden_US
dc.subjectRehabilitation Schoolsen_US
dc.subjectKenyaen_US
dc.titleAssessment of Outcomes of Transition Process on Behaviour Change among Graduate Rehabilitees Reintegrated from Rehabilitation Schools in Kenyaen_US
dc.typeThesisen_US


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