Browsing by Author "Ojiambo, Deborah"

Now showing 1 - 3 of 3
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    Effects of Group Activity Play Therapy on Problem Behaviors of Preadolescent Ugandan Orphans
    (Journal of Counseling & Development, 2014) Ojiambo, Deborah; Bratton, Sue C.
    This randomized controlled study examined the effectiveness of group activity play therapy (GAPT) with 60 displaced Ugandan orphans, ages 10 to 12 years, exhibiting clinical levels of behavior problems. Teachers and housemothers reported that experimental group children demonstrated statistically significant reductions (p < .025) in behavior problems compared with children in the active control condition and that GAPT demonstrated moderate to large treatment effects. Results support GAPT as an effective intervention for troubled Ugandan orphans.
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    Stakeholder Perspectives on School-Based Guidance and Counseling in Uganda: Emerging Priorities for Student Support and Teacher Training
    (International Journal for the Advancement of Counselling, 2020) Knettel, Brandon A.; Luke, Melissa M.; Kiweewa, John M.; Nsubuga, Henry; Darkis, Jessie T.; Afriyie, Obi; Ojiambo, Deborah
    School guidance and counseling services in Uganda are limited, but are gradually gaining traction despite resource constraints. We conducted qualitative interviews with 22 counselors, school administrators, and government officials involved in secondary school counseling in the Kampala district to assess future needs. Interview data focused on three central domains: existing guidance and counseling efforts, barriers to providing effective services, and the future outlook of the profession. As school counseling gains support, counselors require new resources and training to support effective and sustainable practice. Future efforts must appeal to school and government leaders with a return on investment demonstrated through academic and broader student success.
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    Teacher–Child Relationship Building: Trainers’ Perceptions of a Play-Based Intervention
    (Journal of Child and Adolescent Counseling, 2019) Lindo, Natalya A.; Ceballos, Peggy; Meany-Walen, Kristin K.; Pronchenko, Yulia; Blalock, Sarah; Opiola, Kristie; Miller, Leah; Parker, Maggie; Chung, Chiao-Feng; Ojiambo, Deborah
    Teacher–child relationship building (TCRB) is a play-based professional development program designed to strengthen the teacher–child relationship, improve student behavior, enhance academic involvement, and develop classroom management skills of early education teachers. Although researchers have examined the process and impact of play-based interventions from the perspective of teacher participants, no study to date has explored trainers’ perspectives. As part of a larger intervention, in the current study the research team utilized a phenomenological approach to examine five trainers’ perceptions of a play-based intervention, including their views of teachers’ skill development, teacher–child relationships, and student behavior. Analysis of the trainers’ reflexive journals yielded five major themes: relationships, play therapy skills, emotional response to the learning process, supervision, and child’s experience. Findings of this study have the potential to inform professional development models, particularly related to school-based interventions and the training of paraprofessionals.