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Prevalence of Internet Addiction among Seminarians in a Major Seminary in Kenya 1. Introduction Internet, a global system of telecommunications network is part of our daily lives and is being used everywhere in the world (Wallace, 2014). People use internet for various reasons: academic purposes, professional work, connecting to relatives and friends, online shopping and advertisement or leisure (Deursen & Dijk, 2009). Schools and universities use internet for teaching and learning. The more an institution uses technology as a way of learning and teaching the better the students are expected to perform (Condie & Munro, 2007). Thus, increased use of internet for academic purpose is supported by the public, the media and policy makers. The internet users in the world represent 4.2 billion which is 55.1% of the world population (Internet World Stats, 2018). According to the National Center of Education Statistic in United States of America (USA), the category of the population mainly using internet is the adolescent, who utilize internet more than once on a daily basis (Kist, 2008). A study conducted by Moreno and Kolb (2012) found that 22% of adolescents spend almost 10 hours each day using internet. It also revealed that youth may consider the cyber space more real, online information truer and more accurate rather than the real world. With increased popularity of the internet, people are using this as a medium for various activities with potential for addiction (Leung & Lee, 2012). While many people are excited about the convenient use of the internet (Schroeder, 2018; Weber, 2011), researches have proved that some of the internet users while trying to satisfy their needs through the internet are likely to manifest features of internet addiction (IA) (Spada, 2014; Young, 1998). IA is described as an impulse control problem expressed by an incapacity to slow down internet use that exerts a negative impact on major life domains such as physical health issues, interpersonal relationship problems (Yuan, Qin, & Liu, 2011). While IA is presently not included in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), it is actually regarded as a disorder of concern (Cheng & Li, 2014, Young, 1998). Internet addiction rates vary among young people from different countries. In Europe and in America, prevalence of internet addiction ranks from 7.9% to 25.2% among adolescents while the Middle-East and Africa had rates from 17.3% to 23.6% (Xin et al., 2018). In Africa, the prevalence of internet addiction is 36.1% (Internet World Stats, 2018). In Kenya, technology and especially internet has considerably changed the habit of people. Through use

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This study investigated the severity of anxiety due to the COVID-19 pandemic among students studying at the Africa International University, Karen, Nairobi County, Kenya. The study was done within a period of three months. The study was guided by the Ecological Systems theory and the Social Cognitive Theory. The study employed a descriptive survey research design. Participant’s answers were compared to certain variables including prevalence of preventive hygiene measures, depression, severity of anxiety and prevalence of avoidance behavior. A working sample size of 123 was picked from a target population of 1134 students from the Africa International University. Stratified Random Sampling was used to get a sample of 123 students. A structured questionnaire with an internal consistence reliability of α=0.858 was used to collect data from the respondents. In addition to this, the researcher used the Becks Depression Inventory-II and the Beck’s Anxiety Inventory to find out the severity of depression and anxiety respectively. The information obtained was analyzed using SPSS version 23 and information obtained was presented using both descriptive and inferential statistics. The study found out that the COVID-19 pandemic had a significant impact on the psychological well-being of college students. More than 60% of the students incorporated behavior changes and adhered to the government directives on preventive hygiene measures (p=0.000). It was also found out that the students suffered from depression 20.10 ± 0.975SD. 28.9% and 23.7% of the students suffered from moderate and severe depression respectively. The student also suffered from anxiety 15.85 ± 0.491SD, p=0.000. A quarter of the students had concerning high levels of anxiety. Avoidance behavior was also prevalent at 12.09 ± 3.909SD. It was alarming that 50% of the students thought of quitting or deferring their studies due to the COVID-19 pandemic ((r = 0.230, p-value = 0.014). The study recommends the introduction of psychoeducation programs to educate the students on how to cope with the COVID-19 pandemics and other pandemics that might occur, initiation of accessible and affordable counselling services for students, training on developing resilience, a concerted effort between the colleges and government to educate students on how to cope with pandemics and that the government should put measures to mitigate the spread of fake news from social media and educate people on where to obtain reliable information. Key words: Anxiety, COVID-19, Students

a traumatic event. Incest is such a cause which affects the child psychologically, socially and physically. The study purposed to assess the social demographic characteristics of (PTSD) among child survivors of incest aged between 6-17 years seen at Nairobi Women’s Hospital Gender Based Violence & Recovery Centre (GVRC) in Nairobi County. The population included caregivers/parents, survivors, and key informants. The study used purposive sampling to select the site and utilized random sampling to select the key informants. The sample size comprised of 20 survivors, 20 parents and 2 key informants. Data was collected through TSCYC scale, and observation. The findings of this study pointed out that the prevalence of PTSD among child survivors of incest was 60 %; the levels of other psychological disorders stood at: Depression (63.69 ± 6.249SD), Anxiety (64.6 ± 7.123SD), Anger/aggression (64.43 ± 7.24SD), Dissociation (61.67 ± 8.753SD), and Sexual concerns (105.86 ± 8.536). All these were clinically significant; out of the 42 child survivors of incest, 9(21.4%) were traumatized, 4(9.5%) had depression, 2(4.8%) had an infection, 1(2.4%) had pregnancy, 1(2.4%) was sick while 25(59.5%) had a combination of all the other effects; 37(88%) of the child survivors went to hospital while 5(12%) visited any other professional for help. The study also found out that the level of education (r=-0.017, p=0.913), familiarity with perpetrator (r=-0.232, p=0.139), and relationship with perpetrator (r=-0.133, p=0.401) were negatively correlated with PTSD. However, gender (r=0.170, p=0.282), place of assault (r=0.039, p=0.806), and frequency of abuse (r=0.110, p=0.487) were positively correlated with PTSD. The study concluded that PTSD was prevalent among children survivors of incest and the effects were varied. The caregivers were unaware of its existence and ill-equipped to pursue a treatment plan. Keywords: PTSD, young girls, survivors, Social-Demographic Characteristics, Incest

This study sought to examine challenges of social justice education (SJE) among primary school head teachers in Dagoretti South Sub-county. Consequently, the study sought to understand how head teachers translate these challenges to meaningful decisions. The study adopted a qualitative approach to data collection and analysis. A target population of 132 schools (113 private and 19 public) was considered. A purposive sampling, through key informant sampling method was employed and 12 participants were selected based on specific school variables of interest to the study. Data was collected using interviews after which it was coded, analysed and summarized in themes with the aid of MAXQDA 2020 software. The findings showed that primary school head teachers faced a myriad of challenges related to SJE. Though they addressed the emerging issues, they showed elements of insufficiency due to the complexities compounded in the matter. There is no direct, simple and clear panacea to SJE challenges. Eliminating SJE issues is an ongoing struggle that requires joint efforts of many stakeholders. The authors recommend education stakeholders to adopt a collective SJE solution bargain that will provide lasting solutions to the problem. Further, the authors recommend a longitudinal study to explore the factors that contribute to the achievement of SJE in schools.

Family reintegration is one of the processes that are critical and sensitive after children go through rehabilitation and psychological recovery. Many young people reunite with their biological parents or guardians after attaining the legal age of being termed as young adults. Since reintegration is not an event but a process, many things come to play. Several young adults who have reintegrated with their families after healing, treatment, recovery, and stabilization in the children’s homes exhibit disruptive behaviour and psychological disorders after being reunited with their guardians or families. This study is anchored in reintegrative shaming theory, Goffman’s Stigma theory and behavioural change theory. The study aimed to examine the impact of stigmatization on behaviour change among young adults from First Love Kenya. The study group consisted of 92 respondents: 71 young adults, one children officer, and 20 parents/guardians. Data was collected through the use of questionnaires and an interview guide. The research instruments were validated by a reliability test and was found to be credible. Upon collection, the data was analyzed using descriptive and inferential analysis. Descriptive statistics were percentages, frequency counts, mean and standard deviation. At the same time, the inferential statistics tested the hypotheses using Pearson’s correlation test to correlate family reintegration and behaviour change. Regression analysis was then used to measure the effect of shaming, stigmatization, and reintegration on behaviour change. Results showed that stigmatization had a negative and significant impact on change of behaviour among young adults (β = -.39 p = .000<.05). Further, reintegration had a negative though insignificant impact on change of behaviour among young adults (p =.985>.05). The study concluded that shaming and stigmatization contributes significantly to negative change of behaviour among young adults. The study recommended the need for stakeholders to review the policies on reintegration. The focus should be on how to eliminate defensiveness and attitude of worthlessness among young adults; how to enhance social skills among young adults, and how to deal with depression, rebellion and aggression; and how to enhance confidence, self-esteem, and acceptance among young adults. Keywords: Stigmatization, behaviour change, young adults