In the developing countries of Africa, development endeavors are hindered by larger and still increasing numbers of children who are susceptible and deprived of parents due to HIV/AIDS, infectious diseases and violent conflicts (UNICEF, 2005). Children growing up without adequate adult care and facing economic and psychosocial hardship may miss out the opportunity to attend school and some of them may develop long lasting psychosocial disorders and problem behaviors that continue into adulthood, compromising the security of next generations (Foster, Levine & Williamson, 2005; Thurman et al., 2008). Recent studies in developing countries showed that family-oriented community interventions can help improve the emotional wellbeing of children with problem behaviors and increase school enrollment and retention as well as academic performances in school (Desforges & Abouchaar, 2003; Grossman & Bulle, 2006; Huggings & Randell, 2007) This study uses secondary analysis of data from baseline and after-eighteen-months follow-up surveys of an operational study 'assessing the psychosocial benefits of a community-based mentoring program for orphans and vulnerable children' in the Southern Province of Rwanda. The purpose of this study was to extend current research to assess the effect of a community-based mentoring program on problem behaviors, depressive symptoms, and school attendance among children (6-12) and adolescents (13-18) living in youth-headed households in Rwanda The results highlight that problem behaviors and depressive symptoms in adolescents and children living in YHH are challenging not only for young caregivers but also for community adults willing to support them. The findings further demonstrate that despite their vulnerabilities, the school attendance is high and still increasing in school age children but many adolescents living in YHH are missing out the benefits of schooling. There is evidence that the mentoring program have positively improved depressive symptoms of adolescents living in YHH. However, there is no evidence of the program effect on problem behaviors or school attendance in either children or adolescents. Family-oriented interventions appear to be more appropriate to reduce and prevent serious psychosocial problems in both caregivers and other children and adolescents at high risk / acase@tulane.edu
| Identifer | oai:union.ndltd.org:TULANE/oai:http://digitallibrary.tulane.edu/:tulane_24831 |
| Date | January 2011 |
| Contributors | Nyirazinyoye, Laetitia (Author), Mock, Nancy B (Thesis advisor) |
| Publisher | Tulane University |
| Source Sets | Tulane University |
| Language | English |
| Detected Language | English |
| Rights | Access requires a license to the Dissertations and Theses (ProQuest) database., Copyright is in accordance with U.S. Copyright law |
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