A CRITICAL ANALYSIS OF THE IMPACT OF PSYCHOSOCIAL EDUCATION ON STUDENT'S SOCIAL ADJUSTMENT IN SECONDARY INSTITUTIONS IN KENYA
DOI:
https://doi.org/10.46827/ejes.v0i0.784Keywords:
psychosocial, psychosocial education, social adjustment, secondary school studentsAbstract
Psychosocial education is offered in secondary schools in Kenya. This is because the education plays an important role in development of useful social skills. In 2003 curriculum was revised and life skills lesson were integrated in to various subjects. Kenya Institute of Education (KIE) infused life skills lessons in secondary schools with an aim of overcoming psychological challenges among students as well as strengthening a positive behavior. The study focused on analyzing critically the influence of psychosocial education has on student's social adjustment in secondary schools. The researcher therefore sought to critically analyze the influence of sexuality education on students' social adjustment in schools, the influence of self-esteem on students' social adjustment, the impact of assertiveness and self-awareness education on students' social adjustment in secondary schools. The findings of this study will have great significance to educational stakeholders who may apprehend the importance of psychosocial education among secondary school students hence support it in different aspects. The research methodology used was critical analysis to critique the impact of psychosocial education on student's social adjustment in schools. The researcher critiqued the related literature that was available to support the methodology. The study concluded that psychosocial education assists learners to develop essential social skills. These skills enable them to attain desirable attitudes, make right choices and form healthy relationships. The study had the following recommendations: the government of Kenya should provide resources needed to offer this education. Curriculum developers and Kenya Institute of Education (KIE) should ensure that psychosocial education provided is of high quality. Teacher Service Commission (TSC) officers should assess the programmes to improve their effectualness and teachers should seek professional training to have intensive knowledge on how to provide this education.
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References
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Cotugno A. J. (2009). Social competence and social skills training and intervention for children with autism spectrum disorders. Journal of Autism and developmental Disorders, 39, 1268-1277.doi:10.1007/s10803-009-0741-4. Google Scholar.
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