Learning disabilities among Nairobi school children

Dhadphale, M; Ibrahim, Buhari

doi:10.1111/j.1600-0447.1984.tb02480.x

Cited by 3 publications

(1 citation statement)

References 5 publications

(2 reference statements)

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“…A prospective cohort study in South Africa found that tobacco use predicted dropout between Grade 8 and Grade 12, after adjusting for a host of potential confounders (Flisher et al., under review). A Kenyan study showed that, of the 441 students referred to a psychological assessment clinic by primary schools for poor academic performance, learning disabilities and emotional problems were the commonest causes (Dhadphale & Ibrahim, 1984). A survey of 1,535 primary school children drawn from schools in Bangalore city found that 18% and 15% suffered from psychological disturbance and learning disability, respectively (Shenoy, Kapur, & Kaliaperumal, 1998).…”

Section: The Significance Of Camh In Lamicmentioning

confidence: 99%

Promoting child and adolescent mental health in low and middle income countries

Patel

Flisher

Nikapota

et al. 2008

Child Psychology Psychiatry

337

265

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Children and adolescents in low and middle income countries (LAMIC) constitute 35-50% of the population. Although the population in many such countries is predominantly rural, rapid urbanisation and social change is under way, with an increase in urban poverty and unemployment, which are risk factors for poor child and adolescent mental health (CAMH). There is a vast gap between CAMH needs (as measured through burden of disease estimates) and the availability of CAMH resources. The role of CAMH promotion and prevention can thus not be overestimated. However, the evidence base for affordable and effective interventions for promotion and prevention in LAMIC is limited. In this review, we briefly review the public health importance of CAM disorders in LAMIC and the specific issues related to risk and protective factors for these disorders. We describe a number of potential strategies for CAMH promotion which focus on building capacity in children and adolescents, in parents and families, in the school and health systems, and in the wider community, including structural interventions. Building capacity in CAMH must also focus on the detection and treatment of disorders for which the evidence base is somewhat stronger, and on wider public health strategies for prevention and promotion. In particular, capacity needs to be built across the health system, with particular foci on low-cost, universally available and accessible resources, and on empowerment of families and children. We also consider the role of formal teaching and training programmes, and the role for specialists in CAMH promotion.

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Section: The Significance Of Camh In Lamicmentioning

confidence: 99%

Promoting child and adolescent mental health in low and middle income countries

Patel

Flisher

Nikapota

et al. 2008

Child Psychology Psychiatry

337

265

View full text Add to dashboard Cite

show abstract

Perspectives of intellectual disability in Africa: epidemiology and policy services for children and adults

Njenga

2009

Current Opinion in Psychiatry

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Of the many challenges facing persons with intellectual disability in Africa, high prevalence, discrimination, and access to justice and education are key considerations, in all countries, and without exception are coupled with poor resource allocation. The challenges posed by HIV, wars and internal displacement are significant and demand examination by researchers. Opportunities for beneficial research exist between Africa and the centres of academic excellence around the rest of the world. Those centres with the skill and will to collaborate with Africa will be handsomely rewarded by the wide scope of challenges in intellectual disability that are available for scientific enquiry. Opportunities for skills transfer are many and available.

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Parent Reports of Behavioral and Emotional Problems among Children in Kenya, Thailand, and the United States

et al. 1993

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The behavioral and emotional problems children develop may differ from one cultural context to another. We explored this possibility, comparing 11-15-year-old Embu children in Kenya, Thai children, African-American children, and Caucasian-American children. Standardized parent reports on 118 problems revealed 62 significant (p < .01) culture effects. Caucasian-Americans were rated particularly high on undercontrolled problems (e.g., arguing, disobedient at home, cruel to others). Embu children were rated particularly high on overcontrolled problems (e.g., fears, feels guilty, somatic concerns), largely because of the numerous somatic problems reported. The findings may relate to the strict emphasis on compliance and obedience among the Embu, as opposed to the greater independence permitted in the United States. But alternative interpretations are discussed as well, including the effects of parent sensitivities and Third World living conditions.

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Learning disabilities among Nairobi school children

Cited by 3 publications

References 5 publications

Promoting child and adolescent mental health in low and middle income countries

Promoting child and adolescent mental health in low and middle income countries

Perspectives of intellectual disability in Africa: epidemiology and policy services for children and adults

Parent Reports of Behavioral and Emotional Problems among Children in Kenya, Thailand, and the United States

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