Browsing by Author "Nderitu, Bernice Nyokabi"

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    Emotion Dysregulation Associated with Suicide Risk in Adolescent University Students: A Case Study of USIU-Africa
    (African Journal of Clinical Psychology, 2023) Nderitu, Bernice Nyokabi; Kihara, Michael; Brown, Dana Basnight
    Suicide is a major mental health burden, and Africa has the highest burden globally. Adolescence is a turbulent developmental period with multiple transitions, growth, maturation, and emotional lability. Emotional dysregulation is a transdiagnostic risk factor associated with suicide risk. The current study examined associations between emotion dysregulation and suicide risk in a community sample of adolescents using descriptive-analytic, cross-sectional design. The study participants were 352 adolescents aged 18 and 19 and enrolled at the United States International University-Africa (USIU-Africa). The instruments used were the Difficulties in Emotion Regulation Scale (DERs) and The Columbia Suicide Severity Rating Scale Short Version (C-SSRS). Results indicated that 75.8% had low risk, 2% had moderate risk, and 22.5% had a high risk of suicide. In addition, participants with high suicidal risk had significantly higher emotion regulation difficulties than those with low suicidal risk, p = 0.003. In conclusion, emotion dysregulation is associated with suicide risk in adolescent university students.
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    The Role Of Parenting On The Socio-Emotional Development Of Children In Kahawa Sukari Estate, Kiambu County
    (Daystar University, School of Arts and Humanities., 2013-06-01) Nderitu, Bernice Nyokabi
    This study provides theoretical background and empirical evidence that parenting is a predictor of a child’s emotional expression, self-regulation and interpersonal relationships. The primary goal of the study was to find out the role parents play in the social and emotional development of children in middle childhood period in Kahawa Sukari Estate, Kiambu County. The main objective was to find out how parenting influences children’s social and emotional competencies. Three theories form the theoretical framework: attachment theory, psychosocial theory, and ecological systems theory. The research was conducted using a mixed research design employing both qualitative and quantitative methods; focus group discussions, structured questionnaires, and interviews were used to collect data. The study sample size was 111 respondents comprising of 50 parent respondents, 53 child respondents, and 8 key informants. Study findings have established that parents are not physically available given that 68% work in the evenings and neither are they emotionally available due to stressors of work (36%) and poor health (36%). Parent education and support is therefore recommended to facilitate positive parental behaviors and enhance children’s social emotional development. The study results will be beneficial to parents, organizations dealing with children, schools, and policy makers.