Department of Psychology and Education

Socio-emotional experiences, challenges, and coping strategies of foster children in Breman Esiam community, Ghana

2026-07-07T15:53:19Z

Socio-emotional experiences, challenges, and coping strategies of foster children in Breman Esiam community, Ghana Cato, S. Bowlby’s attachment theory suggests that children experience lasting effects of disconnection if separated from their primary caretaker. Foster children are legally removed from their primary caretakers, yet the socio-emotional experiences of these children as well as the challenges, and coping strategies they use is unknown. Therfeore, this study explored socio-emotional experiences, challenges, and coping strategies of foster children in the Breman Esiam Community, Ghana. The study used interpretivism paradigm together with qualitative research approach. The study further used phenomenological research design. A sample of 15 participants were selected using snowballing sampling techniques. Semi-structured interview guide was used to collect data in this study. Data were analysed using themes and the direct quotes. It was found that loss and longing, resilience and connection, building trust and attachment, identity and belonging and loss and grief were key social-emotional experiences of foster children. Also, socio-emotional challenges facing foster children included: navigating loss and abandonment, building trust and attachment and identity and self-worth. Furthermore, resilience and inner strength, forming supportive connections, supportive friendships, and creative outlets, finding support in friendship were major coping strategies adopted by foster children to navigate the complexities of their socio-emotional challenges. Additionally, therapeutic counselling, mentoring, role models and life skills training, educational assistance and advocacy to family-based support were the social support services available to foster children. It was concluded that socio-emotional experiences of foster children highlighted the uniques challenges faced by this helpless population and the importace of understanding and addressing their needs. Further, social support systems, including mentorship, role models, educational support, family-based support, counselling, and life skills training helped these foster children in promoting resilience and coping abilities to socio-emotional challenges. It was recommended, among other brings, but a resource should be establish to offer counselling services to address the uniques needs of foster children. A thesis submitted in the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Guidance and Counselling) Department of Counselling Psychology University of Education, Winneba MARCH, 2024

Role of trust-building in the resolution of the Effutu chieftaincy conflict

2026-07-07T15:21:08Z

Role of trust-building in the resolution of the Effutu chieftaincy conflict Andoh-Appiah, J. This study examined the critical role building trust has played in finding a lasting solution to the Effutu Chieftaincy dispute, which is a conflict with its roots in history, socio-politics, and culture. The challenges, strategies, and potential gains of building trust between feuding parties were inspected based on an interpretive research philosophy with a qualitative, exploratory case study design. A total of 10 key informants responded to the study. Data were gathered through in-depth interviews and analysed using thematic template analysis. The study recognised the major challenges to building trust, which included such issues as historical grievances, power imbalances, and ineffective communication. These issues were found to further mistrust and act as a barrier to conflict resolution. Additionally, it identified key strategies for overcoming them, including transparent communication, inclusive decision-making, and neutral third-party mediation. The findings showed that, against all odds, some trust-building measures could reduce tensions and propel negotiations toward a path of long-term peace and development in the Effutu community. Theoretically, this research on addressing the root causes of mistrust only emphasised the relational and restorative justice approaches. For practical purposes, the study had myriad views to prove valuable for any conflict resolution practitioner working on the duty of open communication, independent mediation, and community engagement. The policy implication of the research is very clear: institutional mechanisms that sustain the building of trust, through transparency and accountability with fairness in the process of conflict resolution, are of importance. The research therefore brings very articulately that at the heart of conflict resolution lies trust, mainly in a traditional chieftaincy dispute resolution context. The findings give valuable lessons that could be replicated in similar conflict management within other communities for sustaining trust-based peace and reconciliation. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Human Rights, Conflict and Peace Studies) CENTRE FOR CONFLICT, HUMAN RIGHTS AND PEACE STUDIES FACULTY OF SOCIAL SCIENCE EDUCATION UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2024

Relationship between parenting style and depression among adolescent students of Wa Senior High Technical School in the Wa Municipality, Ghana

2026-07-07T15:09:27Z

Relationship between parenting style and depression among adolescent students of Wa Senior High Technical School in the Wa Municipality, Ghana Samwine, S. This extensive study examined the intricate relationship between diverse parenting methods and the incidence of depression among students at Wa Senior High Technical School in the Wa Municipality, located in Ghana's Western Region. This study sought to investigate the correlation between students' degrees of depression and the varying parenting styles of their parents, specifically within the student population of Wa Senior High Technical School. The research utilized a quantitative technique with a descriptive survey design to systematically gather and analyze pertinent data. A meticulous use of stratified, proportionate, and simple random sampling methods was utilized to choose 360 participants for this comprehensive investigation. The data collection utilized a carefully designed questionnaire comprising Beck’s Depression Inventory, the Buri 1971 Parenting Authority Questionnaire, and original structured closed-ended items specifically developed for this study. The collected data was meticulously examined with SPSS software, facilitating the use of descriptive statistics, percentages, frequency distributions, and Pearson Correlation Analysis to derive meaningful insights. This study revealed that 27 students, representing 7.5% of the sample, displayed signs of severe depression, while 54 students, accounting for 15% of the sample, demonstrated indications of mild mood melancholy. A correlation was established between various parenting approaches and the levels of depression noted in students. The poll revealed that parents in this study predominantly used an authoritative parenting style. The results revealed that academic difficulties were the primary factor contributing to students' experiences of depression, with 216 students, or 60% of respondents, recognizing this as a major source of their mental health issues. A clear association was ultimately established between varying parenting approaches and the levels of depression experienced by students. Furthermore, the study determined that the authoritarian parenting style employed by parents tends to intensify depressed symptoms in pupils, whereas the liberal parenting style may mitigate these symptoms. Given these findings, it is advised that parents diligently avoid both authoritative and authoritarian parenting methods, opting instead for a more permissive approach. Moreover, it was advised that educational authorities provide remedial sessions specifically designed to assist pupils experiencing academic challenges, thus tackling one of the fundamental causes of their depression symptoms. A dissertation in the Department of Counseling Psychology, Faculty of Educational Studies, submitted to the School of Graduate Studies, in partial fulfillment of the requirement for the award of the degree of Master of Philosophy (Counseling Psychology) in the University of Education, Winneba MARCHS, 2026

Relationship between forgiveness and mental well-being among undergraduate students in UEW

2026-07-07T15:06:23Z

Relationship between forgiveness and mental well-being among undergraduate students in UEW Odoom, D.E. This study examined the relationship between forgiveness and mental wellbeing among undergraduate students at the University of Education, Winneba, using a mixed methods approach with an embedded design. From a population of 66,351 students, cluster sampling was used to select 382 participants for the quantitative phase, while purposive sampling guided the qualitative phase. Quantitative data were collected using the Heartland Forgiveness Scale (HFS) and the WHO-5 Wellbeing Index, and qualitative data were obtained through semi-structured interviews. Descriptive statistics and one-way ANOVA were used to analyze the quantitative data, while thematic analysis was applied to the qualitative data. The results revealed a weak but statistically significant negative relationship between forgiveness and wellbeing (r = -0.317, p < 0.000), indicating that higher forgiveness was associated with slightly lower wellbeing, with forgiveness explaining only a small proportion of variance in wellbeing. The qualitative findings identified strategies for enhancing forgiveness, aimed at fostering a supportive campus environment and positive social interactions. Despite the weak association, the findings suggest that forgivenessfocused interventions may support students‘ mental health. It is recommended that university counselling centers implement programs emphasizing self-compassion and self-acceptance to promote forgiveness and improve mental wellbeing. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Counselling Psychology) Department of Counselling Psychology Faculty of Applied Behavioural Sciences in Education AUGUST, 2024