Browsing by Author "Kibanja, Grace Milly"

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    Associations of psychological inflexibility with posttraumatic stress disorder and adherence to COVID-19 control measures among refugees in Uganda: The moderating role of coping strategies.
    (Journal of Contextual Behavioral Science., 2023) Baluku, Martin Mabunda; Nansubuga, Florence; Kibanja, Grace Milly; Ouma, Samuel; Balikoowa, Richard; Nansamba, Joyce; Ruto, Grace; Kawooya, Kenneth; Musanje, Khamisi
    Refugees are vulnerable to developing mental health problems. The unprecedented appearance and rapid spread of COVID-19 exacerbated this vulnerability, especially in low-income countries where refugees survive on humanitarian aid and live in congested settlements. These appalling living conditions are a stressor, making adherence to COVID-19 control measures impractical and an additional psychological strain for refugees. The present study examined how psychological inflexibility is associated with adherence to COVID-19 control measures. A sample of 352 refugees from Kampala City and Bidibidi settlements were recruited. Refugees with high levels of psychological inflexibility reported higher PTSD symptom severity and low adherence to COVID-19 control measures. Moreover, PTSD severity mediated the association between psychological inflexibility and adherence, while avoidance coping moderated both direct and indirect effects. Interventions for reducing psychological inflexibility and avoidance coping may be essential in boosting adherence to measures relevant to the current and future status of the pandemic, along with other crises that refugees face.
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    Challenges and strategies of research engagement among Master of Education students in Uganda
    (International Journal of Educational Policy Research and Review, 2017) Zami Atibuni, Dennis; Kibanja, Grace Milly; Kani Olema, David; Ssenyonga, Joseph; Karl, Steffens
    A qualitative investigation was done to explore the challenges and strategies of research engagement among Master of Education students in Uganda. Two focus group discussions (n = 12) and seven key informant interviews (n = 7) were conducted among purposively selected students and university staff respectively. Participants in the focus groups included Master of Education students of 2011/2012, 2012/2013, 2013/2014, and 2014/2015 cohorts who were still on or had completed their studies by January 2016. The key informant interview participants included heads of departments, deans of faculties, and directors of institutes and directorates. Challenges faced by the students were mainly work-life balance related: work interference with personal life, personal life interference with work, and workplace support challenges. These challenges caused further challenges in the students’ research engagement in the aspects of active and collaborative learning, student effort, student-faculty interaction, and institutional support. Strategies to overcome the challenges included provision of work-life balance activities and opportunities to learn. Implications for educational practice were suggested.