Perceptions of Professionals on School-based Interventions for Students with Mental Health Problems in Ghana
Description
PURPOSE: Studies show a 7.25% prevalence rate of mental health problems (MHP) among basic school students in Ghana. Though evidence worldwide reveals that school-based interventions are effective, accessible, and feasible for such students, there is no research on these interventions in Ghana. Hence this qualitative research sought professionals' perceptions on the various interventions made available in both the private and public basic schools of Ghana. SUBJECTS: Six professionals who work with students with mental health problems were selected for the study. All the chosen professionals performed guidance and counseling (though others had additional duties) in their respective basic schools in the Greater Accra Region. Two participants worked in private school settings, and the remaining four worked in public schools. METHODS AND MATERIALS: Participants were selected through convenience and snowball sampling techniques and interviewed with a semi-structured interview guide. ANALYSIS: The interview sessions (which lasted between 28 minutes to 1 hour 18 minutes) were transcribed and edited on Otter.ai technology. During the thematic analysis of the transcripts, color codes and memos were used to develop the preliminary themes for the study. RESULTS: The preliminary themes drawn for the study were on mental health interventions in Ghanaian basics schools, how they are utilized, their effectiveness, and their implications for policy and practice. CONCLUSION: The interventional approaches practiced in Ghanaian basic schools are inadequate, despite professionals' dedication to helping students, thus showing the need for effective implementation of educational and mental health policies.
Perceptions of Professionals on School-based Interventions for Students with Mental Health Problems in Ghana
PURPOSE: Studies show a 7.25% prevalence rate of mental health problems (MHP) among basic school students in Ghana. Though evidence worldwide reveals that school-based interventions are effective, accessible, and feasible for such students, there is no research on these interventions in Ghana. Hence this qualitative research sought professionals' perceptions on the various interventions made available in both the private and public basic schools of Ghana. SUBJECTS: Six professionals who work with students with mental health problems were selected for the study. All the chosen professionals performed guidance and counseling (though others had additional duties) in their respective basic schools in the Greater Accra Region. Two participants worked in private school settings, and the remaining four worked in public schools. METHODS AND MATERIALS: Participants were selected through convenience and snowball sampling techniques and interviewed with a semi-structured interview guide. ANALYSIS: The interview sessions (which lasted between 28 minutes to 1 hour 18 minutes) were transcribed and edited on Otter.ai technology. During the thematic analysis of the transcripts, color codes and memos were used to develop the preliminary themes for the study. RESULTS: The preliminary themes drawn for the study were on mental health interventions in Ghanaian basics schools, how they are utilized, their effectiveness, and their implications for policy and practice. CONCLUSION: The interventional approaches practiced in Ghanaian basic schools are inadequate, despite professionals' dedication to helping students, thus showing the need for effective implementation of educational and mental health policies.