Citation

Olowokere AE, Okanlawon FA. Vulnerable Child. Youth Stud. 2018; 13(4): 291-304.

Copyright

(Copyright © 2018, Informa - Taylor and Francis Group)

DOI

10.1080/17450128.2018.1499988

PMID

unavailable

Abstract

Sustaining psychosocial well-being is important in promoting coping with life challenges among vulnerable in-school children. There is lack of evidence on intervention that could best help to address psychosocial distress among vulnerable in-school children in Nigeria. The effectiveness of resilience-based training and peer-support activities were compared in 339 vulnerable children selected from public high schools. A comparative prospective design was used. Children were assigned into resilience group and peer-support group randomly using their schools. Analysis of data was done in SPSS version 20 at p <.05 level of significance. Effectiveness of the intervention was evaluated on four psychosocial outcomes (anxiety, depression, self-esteem and social connection). The study concluded that resilience training is better in enhancing self-esteem and reducing anxiety symptoms than peer-support activities. Both interventions have similar effects on depression and social connection. In the face of limited resources to support school health programmes in the study setting, resilience training could be more useful for alleviating psychosocial distress among vulnerable in-school children than peer support activities.

Language: en

Keywords

peer-support activities; psychosocial health outcomes; Public high school; resilience training; vulnerable children