Тип публикации: доклад, тезисы доклада, статья из сборника материалов конференций
Конференция: Child in a Digital World; Moscow; Moscow
Год издания: 2026
Идентификатор DOI: 10.55959/forum.2026.205
Ключевые слова: psychological help, early intervention, support system, children's psychological health
Аннотация: This article explores the approaches to psychological assistance for children aged 5-10 in Zambia, highlighting the unique challenges and strategies employed. Zambia, facing socioeconomic hardships and limited resources, focuses on integrating mental health care into schools and tailoring interventions to the local context. This stПоказать полностьюudy assessed the current state of services from the perspectives of parents, teachers, and specialists (psychologists, sociologist and government officials). A cross-sectional survey was conducted with 151 parents, 150 teachers, and 150 specialists across Lusaka-Zambia. Data were analyzed using the AAAQ Framework (Availability, Accessibility, Acceptability, Quality) (WHO, 2017) and cluster analysis to identify convergence and divergence across respondent groups. Results: Availability - Parents: 60 % were aware of services, but 50 % rated availability poor; only 21 % sought support. Teachers: 40.7 % aware; 41 % have a full-time psychologist/counsellor at their school; 52 % conduct screenings. Accessibility - Lack of information was the top barrier: 45.7 % parents, 60 % teachers, 81.3 % specialists. Absence of nearby specialists was another major challenge followed by cultural stigma. Lack of parental cooperation was noted by teachers as a serious issue. Acceptability-Cultural sensitivity was low and parents: 50.3 % dissatisfied with school support, but 75 % willing to participate. Quality- The quality of psychological help was moderate-low: parents 2.4/5, teachers 2.8/5, specialists 2.7/5. Early identification was weak: specialists 20 % often/42 % sometimes; teachers 22 % often/46 % sometimes (mostly via observations, not tools; 74.7 % teachers use parent/teacher observation). Teacher training gap: 53 % of teachers received some training; 90 % want more. Positive outcomes: 64 % teachers saw child improvements post-psychological support. The data reveals that while there is strong awareness and willingness among parents, the psychological support system in Zambia faces critical deficits in availability (too few specialists, no nearby specialists), accessibility (lack of information, and few places), acceptability (stigma), and quality (weak identification and training). The data obtained can be used to develop measures to improve psychological support services.
Журнал: Child in a digital world
Номера страниц: 270-271
Место издания: Moscow