AIM: This paper aims at documenting the process of implementing "Kenya Integrated intervention model for Dialogue and Screening to promote children's mental wellbeing (KIDS)", with emphasis on activities, experiences, challenges and lessons learnt through the process that can inform improvement in Kenya and other social-economically and culturally similar settings. METHODS: KIDS aimed at providing early and integrated culturally acceptable intervention to promote child mental health in 6 to 13 year olds, targeting 5429 children in 24 schools. It was a pilot study conducted in 2 administrative counties in Kenya (Machakos and Makueni). The main goal of this study was to test the efficacy and feasibility of the proposed model that incorporated several significant stakeholders. RESULTS: The implementation of KIDS was grouped into 6 stepwise and 2 ongoing processes: (1) Stakeholder engagement and collaboration; (2) Selecting, adapting, translating, piloting and adopting the study tools; (3) Conducting Participatory Theory of Change (ToC); (4) Building the capacity of the key implementing partners; (5) Community awareness and psycho-education, (6) Using school-based life skills and peer clubs counselling to provide psychosocial support; (7) Ongoing monitoring, supervision and quality assurance and (8) Ongoing knowledge exchange and dissemination. Specific logistical challenges and possible solutions for future school mental health services are also stated in this article. CONCLUSION: KIDS is a feasible model for school mental health service programme in Kenya but there are challenges which provide innovative opportunities for better designed school mental health services programme.
AIM: This paper aims at documenting the process of implementing "Kenya Integrated intervention model for Dialogue and Screening to promote children's mental wellbeing (KIDS)", with emphasis on activities, experiences, challenges and lessons learnt through the process that can inform improvement in Kenya and other social-economically and culturally similar settings. METHODS: KIDS aimed at providing early and integrated culturally acceptable intervention to promote child mental health in 6 to 13 year olds, targeting 5429 children in 24 schools. It was a pilot study conducted in 2 administrative counties in Kenya (Machakos and Makueni). The main goal of this study was to test the efficacy and feasibility of the proposed model that incorporated several significant stakeholders. RESULTS: The implementation of KIDS was grouped into 6 stepwise and 2 ongoing processes: (1) Stakeholder engagement and collaboration; (2) Selecting, adapting, translating, piloting and adopting the study tools; (3) Conducting Participatory Theory of Change (ToC); (4) Building the capacity of the key implementing partners; (5) Community awareness and psycho-education, (6) Using school-based life skills and peer clubs counselling to provide psychosocial support; (7) Ongoing monitoring, supervision and quality assurance and (8) Ongoing knowledge exchange and dissemination. Specific logistical challenges and possible solutions for future school mental health services are also stated in this article. CONCLUSION: KIDS is a feasible model for school mental health service programme in Kenya but there are challenges which provide innovative opportunities for better designed school mental health services programme.
Authors: Victoria N Mutiso; Isaiah Gitonga; Abednego Musau; Christine W Musyimi; Eric Nandoya; Tahilia J Rebello; Kathleen M Pike; David M Ndetei Journal: Int J Ment Health Syst Date: 2018-10-15