Browsing by Author "Mwenze, Mulopwe Viviane"

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    The Influence of Parenting Styles on Conduct Disorder Among Adolescents: A Case of Approved Schools, Nairobi County, Kenya
    (Daystar University, School of Applied Human Sciences, 2022-10) Mwenze, Mulopwe Viviane
    The purpose of this study was to establish the influence of parenting styles on conduct disorder among adolescents in selected approved schools in Nairobi County, Kenya. The objectives were to determine the prevalence of conduct disorder among adolescents admitted in selected approved schools, identify the different parenting styles received by the adolescents from the selected approved schools, and establish the relationship between parenting styles and conduct disorder among students from the selected approved schools. Social learning theory and attachment theory were used. The target population was adolescents aged 12 to 17 years admitted in Kabete Boys and Dagoretti Girls approved schools. These two schools are the first correctional and rehabilitation facilities and are registered with the Ministry of Education (MoE) in Kenya. Since the population in the two selected schools is relatively small, the census method was used, therefore, the entire population of 150 from the two schools (81 boys from Kabete Boys and 69 girls from Dagoretti Girls) was used for data collection. Both quantitative and qualitative data were collected using a questionnaire and interview, respectively. Some of the study findings were that the prevalence of conduct disorder among the adolescent boys was higher than that among the girls (60% boys vs. 49% girls), adolescents from low-income families were more prone to conduct disorders compared to those of higher income socioeconomic status (40.5% revealed that their families could not cater for them since they (families) were of poor economic status), and that there was existence of significant conduct disorders among adolescents (58.6% had moderate conduct disorders). The study recommends the need for parents to invest in authoritative parenting styles to alleviate conduct disorders and that school and families maintain close working relationships to smoothen communication, love, and trust among families.