Marriage is the most respected institution in the world, and it contributes to the foundations of procreation, leadership and peace and is the hub of economic stability. Currently, there are marital disharmony cases which have led to marriage being viewed with a negative perception. This trend is common in Lugari, Kakamega County, Kenya, resulting in psychological torture, issues with child development in terms of learning and discipline, and a long‐term effect on their behaviour as adults. Premarital counselling was conceived for the purpose of helping families to re‐evaluate their feelings about marriage and its values in order to experience marital harmony. This study sought to determine the relationship between premarital counselling and marital harmony among families. It was guided by solution‐focused theory (SFT). The target population for the study was married couples and premarital counsellors. Purposive and simple random techniques were used to select a representative sample of 20 men, 20 women and 10 premarital counsellors in Lugari, Kakamega County. There was a statistically significant relationship between premarital counselling services and marital harmony among families with a correlation of .893. Therefore, there should be awareness of the existing services, and couples intending to marry should seek premarital counselling interventions and continue to attend counselling after formalising their marriage to keep up with the changing times.
The challenges of motherhood coupled with the coming of new roles and identities for student mothers remain pervasive and have conspired to continue constraining girls from participating in education. The consequences of becoming pregnant are many. The study explored the extent to which student-mothers receive emotional and social support both at home and at school in adjusting and coping with their dual roles as mothers and students. The study was conducted at Marani Sub-County of Kisii County. The study employed a descriptive survey design and the target population was 779, while the sample size was 234. The stratified sampling technique was used to select the school teenage mothers, while the census method was applied for both principals and teacher counsellors since they were few. Pilot testing of the research instruments was undertaken to ascertain both validity and reliability so as to guard against the threats of ambiguities and biases. This was done by subjecting the instruments to subject matter experts as well as trying them out within field conditions. Reliability was ascertained via the test-retest method. Data were collected from respondents by the use of special designed questionnaires and interview schedules. The information obtained was analysed by the use of descriptive statistics such as counting frequencies and mean. Qualitative data for teacher counsellors were analysed using the themes method. Data were presented in tables and figures. The process by which data was analysed started with coding, scoring, and screening for errors. Then data were entered into the SPSS program, after which data exploration and cleaning were done before starting to mine information. This is because the accuracy of any conclusions depends on the accuracy of the data to yield inferences. The findings of the study indicated that the home and school environments, as well as emotional support, were influencing secondary school re-entry among student mothers in Kenya. Further, the study shows student mothers can be motivated to re-join school to improve their future life. The research therefore recommended that the government and other stakeholders need to put psychosocial systems in place for the readmission of secondary school student mothers so as to put their livelihood back on track.
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