Supervision of counsellors at internship sites in Uganda

Few research studies have been conducted on the counselling profession in Uganda. More specifically, no studies thus far have reported on how supervision of intern counsellors is carried out at internship sites in Uganda. There is thus limited research-based information on the quality of site supervision that intern counsellors in Uganda receive. Research has shown that counsellor supervision is pivotal in ensuring that interns acquire functional competencies and that they are prepared for the profession. This instrumental case study thus set out to determine how the supervision of intern counsellors was done at four purposely selected internship sites in Uganda. Building on existing supervision models, the study was guided by the contextual-functional meta-framework (CFM) for counselling supervision, which is a generic and practical supervision framework. Data were generated from the site supervisors’ and supervisees’ individual semi-structured interviews and documents used in the supervision process. The data were analysed following an inductive thematic approach. The major findings of the study indicated that lack of academic leadership from the education institutions responsible for the training of the interns in the study resulted in inadequate partnerships with the internship sites. This, in turn, resulted in some of the interns accepting placements at sites where there was insufficient infrastructure in terms of qualified supervisors, proper counselling facilities, and access to clients. Furthermore, the site supervisors did not consciously use any theories of client change and self-change during their supervision. Some of the interns were exposed to unethical practices, and their professional development suffered owing to this inadequate supervision. Similarly, the site supervisors reported that they were overburdened by having to take full responsibility for the interns’ training. This was because the university supervisors — who were tasked by their education institutions to perform clinical supervision — did not deliver on their mandate. Despite these challenges, the study findings indicated that the site supervisors endeavoured to create culturally infused and friendly relationships with their interns and supported those interns who experienced difficulty working with clients with values different from theirs. The site supervisors also inducted the interns into the various organisations, allocating tasks to them, creating learning opportunities for them, and giving them performance feedback. Against this background, it is recommended that education institutions provide academic leadership to guide the workplace learning experiences of interns. Further research is also needed to better understand the current status of workplace learning at higher education institutions in Uganda.Thesis (PhD)--University of Pretoria, 2019.TM2019Educational PsychologyPhDUnrestricte

Comparative Study Of Students‘ Approaches And Strategies To Learning: Implications For Counselling

The researchers compared students’ approaches and strategies to learning in two African countries viz.; Nigeria and Uganda. Using a descriptive survey, fifty students, who were enrolled in the year 2012/2013 in guidance and counselling and computer science respectively, were sampled from the population. The students offered an ICT course separately in 200 level in the different institutions. The instrument used was the Approaches to study skills inventory (ASSIST) and the three hypotheses were postulated and tested. The results of the t-test analysis show that the null hypothesis was not statistically significant when using the strategic approach (t = 1.037, 1.056); p > .05 and the deep approach to learning of students in Nigeria and Uganda (t = -0.278, -0.279); p > .05. The second hypotheses revealed a no statistically significant difference in the Nigerian and Ugandan preferences for different types of courses in teaching and learning while the third hypothesis shows a significant correlation between a deep approach to learning and learning that supports understanding (r=.407; p <.001). It is recommended that lecturers need to accommodate their students’ individual differences in the teaching and learning process considering that most of the classes in higher institutions of learning are large for the prevalent part. Additionally, discussions on possible implications for counselling are discussed in the paper

On Pan-Africanism, Feminism, and Psychotherapy: The Perspectives of Three Black Scholar-Practitioners from the U.S., Uganda, and St. Kitts/U.S

Three African-descended psychologists discuss the case of a psychotherapy dyad in which the first author, a U.S. national, and a Caribbean student who had immigrated to the U.S. served respectively as therapist and client. We discuss the relevance of Helms’ racial identity development theory to the cultivation of psychological health among African-descended women, proposing that this form of health is intimately tied to our association with other African-descended people. With particular focus on the client’s disclosures about certain groups of Black people in stereotypical ways, what we term “othering by the other,” we offer a conceptualization that knits together issues of personal vulnerability, the reproduction of structural violence, and racial identity development. We conclude by presenting our views on the process and outcome of the therapeutic case and the significance of the theory to addressing the violence that continues to disrupt the lives of Black men and women around the world

Assessment of Female University students’ digital competence : potential implications for Higher Education in Africa

Abstract: This study assessed the digital skills of female university students and the implications for higher education in Africa. A descriptive survey was used to sample 100 female university students from four African countries (Nigeria, Rwanda, South Africa, and Uganda). The instrument used was the digital competence survey. Two research questions and two hypotheses were postulated and tested. According to the study's findings, most female university students in Nigeria and South Africa have expert and advanced levels of information and digital literacy, communication and collaboration, digital content creation, and safety.On the other hand, Uganda was mainly found at the basic or no levels, whereas Rwanda was mostly found at the intermediate levels. The chi-square analysis reveals a significant difference between the ages of female university students and their DC levels (χ2 =.000; p < 0.05). A significant difference exists between female university students’ program of study and their levels of DC (χ2 = .000; p < 0.05). Students also faced challenges such as a lack of ICT tools, insufficient knowledge and skills, data issues, and poor internet connectivity. The implications of these findings for African higher education institutions suggest that female students, particularly in Rwanda and Uganda, require training to be digitally competent and compete globally with their peers. As a result, we recommend that students from different programs of study with less demand in technology be allowed to take compulsory electives in technology courses while older female students are given adequate support

Children’s conceptions of peace in two Ugandan primary schools: Insights for peace curriculum

Oppenheimer urged communities all over the world to study how children come to understand peace, conflict, and war. Set in various countries, their review of studies, as well as more recent examinations reveal trends in how children view these phenomena, often differing by gender, age, and extent to which they were exposed to highly dangerous and traumatizing situations, like being forced to be child soldiers or sex slaves. No such research has been published in the contemporary post-war Uganda context. Using focus group methodology, we asked: How might Ugandan primary school children’s stories about peace (traditional and otherwise) help them navigate conflict? What sorts of conflicts do these children observe in their home, school, and community, and how do they describe peace as being resolved by themselves or others? The purpose of our study was to contribute to the knowledge base on peace education in Uganda and to ultimately develop written materials that students can use as part of their learning in their respective schools. Local studies like this one are relevant to the global situation because racial and economic conditions are global phenomena. The local manifestations can speak to those racial and economic conditions as perspectives not often used to put the global situation in relief. This paper explores the findings related to the children’s overarching conceptions of peace and their ideas of peacebuilding, including activities that both hinder and encourage peace. The voices of the children speak strongly of the connection between peace and access to basic necessities in the community

A study of Ugandan children’s perspectives on peace, conflict, and peace-building: A liberation psychology approach

Bulhan (2015) urged psychologists to advance their research and practice by attending to metacolonialism, a structural phenomenon built on a history of violence and oppression that assaults all manner of individual, community, and societal well-being. In line with this urging, a primarily Ugandan team of researchers conducted a study of primary schoolchildren’s perspectives on conflict, peace, and peace-building. In the original study, which is briefly reviewed in this manuscript, the children were drawn from 2 Ugandan schools, one located in the northern region and the other in the central region. At each stage of the research process, the team members sought to recognize and resist the reproduction of metacolonialism while move toward more emancipatory practices. In this theoretical article, we explain how we applied a liberation psychological approach to the design, conduct, and analysis of the study. We also show how the findings of the study contribute to our ongoing work in fostering structural changes in one of the schools, its surrounding region, and the nation as a whole

Children’s conceptions of peace in two Ugandan primary schools: Insights for peace curriculum

Oppenheimer urged communities all over the world to study how children come to understand peace, conflict, and war. Set in various countries, their review of studies, as well as more recent examinations reveal trends in how children view these phenomena, often differing by gender, age, and extent to which they were exposed to highly dangerous and traumatizing situations, like being forced to be child soldiers or sex slaves. No such research has been published in the contemporary post-war Uganda context. Using focus group methodology, we asked: How might Ugandan primary school children’s stories about peace (traditional and otherwise) help them navigate conflict? What sorts of conflicts do these children observe in their home, school, and community, and how do they describe peace as being resolved by themselves or others? The purpose of our study was to contribute to the knowledge base on peace education in Uganda and to ultimately develop written materials that students can use as part of their learning in their respective schools. Local studies like this one are relevant to the global situation because racial and economic conditions are global phenomena. The local manifestations can speak to those racial and economic conditions as perspectives not often used to put the global situation in relief. This paper explores the findings related to the children’s overarching conceptions of peace and their ideas of peacebuilding, including activities that both hinder and encourage peace. The voices of the children speak strongly of the connection between peace and access to basic necessities in the community

Prevention of Malaria in Pregnancy with Intermittent Preventive Treatment and Insecticide Treated Nets in Mali: A Quantitative Health Systems Effectiveness Analysis

Introduction The objectives of the study were to evaluate the health system effectiveness of ANC for the delivery of a dose of IPTp and an ITN to women attending ANC during eligible gestation, and to identify the predictors of systems effectiveness. Methods A cross sectional study was undertaken in 10 health facilities including structured non-participant observations of the ANC process for 780 pregnant women followed by exit interviews. The proportion of pregnant women receiving a dose of IPTp-SP and an ITN was assessed. Predictors of each ineffective intermediate process were identified using multivariable logistic regression. Results Overall, 0% and 24.5% of pregnant women of eligible gestation on the first visit to ANC received a dose of IPTp-SP by DOT at the district and community levels respectively. Ineffective intermediate processes were ‘given IPTp-SP at the ANC’ 63.9% and 74.0% (95% CI 62.0, 83.3), and ‘given IPTp-SP by DOT’ 0% and 34.3% (95% CI 10.5, 69.8), at district and community levels, respectively. Delivery of ITNs was effective where they were in stock; however stock-outs were a problem. Predictors of receiving IPTp-SP at the district level were 4 to 6 months gestation, not reporting symptoms of malaria at ANC visit and the amount of money spent during the visit. At the community level, the predictors were 4 to 6 months gestation, maternal education below primary level, routine ANC visit (not for an illness), palpation of the abdomen, and expenditure of money in ANC. Conclusion In Segou District, the delivery of IPTp-SP was ineffective; whilst ITN delivery was effective if ITNs were in stock. Predictors of receiving IPTp-SP at the district and community levels included gestational age, the amount of expenditure during the ANC visit and no illness