TEACHERS’ KNOWLEDGE OF IDENTIFY SUICIDAL BEHAVIOR RISK FACTORS OF ADOLESCENTS IN PUBLIC SECONDARY SCHOOLS IN NYANDARUA SOUTH DISTRICT, NYANDARUA COUNTY, KENYA

Abstract

The purpose of this study was to find out teachers’ knowledge of suicidal behavior risk factors of adolescents in public Secondary Schools in Nyandarua South District, Kenya. The study employed a concurrent triangulation research methodology; both descriptive cross sectional survey and naturalistic phenomenology designs were used. Probability and non probability sampling methods were used to sample 73 teachers and 11 teacher counselors respectively. The study used 50% of the total population (168) in the 22 schools. Data was collected using questionnaires for teachers and interview guide for teacher counselors. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) version 20.0 and was presented using frequencies and percentages while qualitative data was analyzed and categorized into themes and presented in form of narratives. The findings established that teachers are aware of depression, coping skills, age, alcohol and substance abuse, previous suicidal threats, emotional instability, low self esteem irresponsible sexual behavior, information technology and accessibility of lethal means as risk factors. Teachers demonstrated knowledge that students who ‘feel at home’ in school are at less risk and intimate friendship may increase or lessen the risk. They identified lack of guidance and counseling and being pressurized by teachers to perform academically as risk factors. They know that parent-child communication, parental conflicts and depression of parents are risk factors. They identified dysfunctional families, irresponsible parenting, absence of parents and parents pressure on adolescents to perform academically as risk factors. They also know that adolescents may learn suicidal behavior from family members. Conversely, teachers are uninformed that gender, chronic illness and disability and being a bully is a risk factor but do not believe that suicidal behavior is contagious. Teachers were not sure that academic achievement, living away from one parent or both, death of a relative and single parenthood are risk factors and that poverty in a family too is a risk factor. The study recommends that based on the knowledge of the various risk factors of suicidal behavior of adolescent students, teachers should identify students at risk and offer them appropriate help. School administration, through Guidance and Counseling Department, and County Education Office should hold seminars and workshops to inform teachers on the suicidal risks they are not aware of.