Introduction
In the quest to provide effective mental health services to children, especially in low-resource settings, understanding the factors that influence attendance is crucial. The study "Barriers and facilitators of child and guardian attendance in task-shifted mental health services in schools in western Kenya" sheds light on this issue. By identifying both barriers and facilitators to attendance, practitioners can refine their approaches to maximize participation and, consequently, the benefits of mental health interventions.
Key Findings from the Research
The study utilized qualitative methods to explore the perspectives of lay counselors delivering trauma-focused cognitive behavioral therapy (TF-CBT) in Kenyan schools. The findings revealed a greater number of facilitators than barriers, which is promising for practitioners aiming to improve attendance rates.
Facilitators of Attendance
- Participant and Counselor Resources: Providing transportation stipends and phone credits was a significant facilitator, enabling both participants and counselors to maintain communication and attend sessions.
- Counselor Commitment: Counselors often went above and beyond, conducting make-up sessions and adjusting schedules to accommodate participants, demonstrating the importance of flexibility and dedication.
- Communication Efforts: Regular reminders and encouragement from counselors and school staff played a vital role in ensuring attendance.
Barriers to Attendance
- Resource Limitations: Insufficient transportation funds and communication challenges were common barriers, highlighting the need for adequate resource allocation.
- Participant Characteristics: Competing demands and health issues of participants occasionally hindered attendance.
- School Structures: Academic priorities, such as exam preparations, sometimes conflicted with therapy sessions.
Implementing Research Outcomes
For practitioners, the study underscores the importance of addressing both logistical and personal barriers to attendance. Here are some actionable strategies:
- Enhance Resource Allocation: Ensure sufficient funding for transportation and communication to facilitate consistent attendance.
- Foster Strong Communication: Develop a system of regular reminders and updates to keep participants informed and engaged.
- Build Flexibility into Programs: Allow for make-up sessions and schedule adjustments to accommodate participants' needs.
- Engage School Leadership: Secure the support of school leaders to integrate mental health services into the school environment effectively.
Encouraging Further Research
While this study provides valuable insights, further research is needed to explore the perspectives of children and guardians directly. Understanding their viewpoints could uncover additional barriers and facilitators, leading to even more effective strategies for improving attendance.
To read the original research paper, please follow this link: Barriers and facilitators of child and guardian attendance in task-shifted mental health services in schools in western Kenya.
