Pathways to Resilience IV: Global South Perspectives

Building Resilience in Academic Settings

Abstract #128
Title: Are we serving the “at-risk”children we claim? Resilience at the KAYEC national after-school program, Namibia
Presenter: Nathan Vyklicky (KAYEC, Namibia)
Co-Authors: Isanee Ketjivandje, Emilie Haipinge
Introduction: In Namibia, 39 percent of girls under 15 fall pregnant (2013), and half of learners fail Grade 10. In this study, KAYEC, a Namibian non-profit, tests whether its after-school centres (founded 2004; serving 3,946 peri-urban 10-to-18-year-olds, 2011-2016) provide health and education support to at-risk children who need it most.
Methods: KAYEC will collect resilience scores, measured using the CYRM-28 tool, as well as academic results and HIV and parenthood status, for 450 children it serves in three Namibian regions (50 percent girls), and for all unserved peer learners at their schools. Z-tests will determine whether KAYEC participants differ from their peers in resilience or outcomes. Regression modelling will determine whether resilience correlates with outcomes, ages, genders, or income levels.
Findings: KAYEC will carry out this study with the Namibian ministry of education from January 2017. Discussion will focus on the potential of CYRM-28 resilience scores to 1) evaluate current targeting of at-risk children, 2) screen children in need of health and academic support, and 3) track the impact of interventions.

Abstract #6
Title: School-based intervention to enhance resilience among at-risk youth in rural schools in India
Presenter: Annalakshmi Narayanan (Bharathiar University, India)
Introduction: The adolescent students in rural government schools are at-risk for psychosocial development. The present study evaluated an intervention program to enhance resilience using a quasi-experimental with a pretest-posttest-follow-up comparison group design.
Methods: Participants included 133 students (experimental group, 72, control group 61) aged 13yrs to 15yrs from low socioeconomic background studying in two rural government schools. Measures of attainment on developmental task, psychological resilience, academic competence (self and teacher rating), aspiration, emotional competence, mindfulness, and interpersonal competence (self and peer rating), and objective measures of academic achievement and school engagement were used to evaluate the intervention. The 8-weeks intervention program focused on improving academic, emotional and social competence. The measures obtained at baseline, post-intervention and at 3-months follow-up were analyzed using linear mixed models.
Findings: The intervention significantly improved academic competence, but only marginally improved emotional and social competence. Academic, emotional, and social competence predicted several positive outcomes. Resilience interventions should involve family and community in addition to school. School practices should nurture academic as well as emotional and social competencies

Abstract #164
Title: Resilience, personality and academic performance: A study of Orphaned and Vulnerable Children under Wings to Fly secondary school education sponsorship
Presenter: Martha Gatehi (Daystar University, Kenya)
Co-Author: Ciriaka Gitonga, Martha Kiarie-Makara
Introduction: Most of the beneficiaries of Wings to Fly scholarship seem to weather the challenges they face and emerge top in their districts in their final primary school examination and qualify for the scholarship; an indication of resilience. As they proceed to high school majority are able to sustain high performance.
Methods: The objectives of this study are: to establish the child, family and community factors that promote resilience, and how these relate to their academic performance and establish the relationship between personality and academic performance among the OVCs. The study will be cross-sectional involving different cohorts in sampled schools within Nairobi. This is because wings to Fly supports children every year since 2011 and is spread across the country. Data collection will employ mixed methods involving administration of CYRM-28 and BFI questionnaires to beneficiaries and in-depth interviews using the RRC interview guide with key informants.
Findings: The study is expected to demonstrate a relationship between child characteristics and personality, supportive family, supportive community and academic performance. The findings will be of significance importance to the ministry of education, and child centered organizations in terms of policy formulation and intervention strategies that promote resilience in OVC.