Prevalence of conduct disorder indicators in young children from public primary schools in Masaba South, Kenya

Michael Omwenga 1, *, Alice Anika 2 and Sara Mwangi 3

1 M.ED, Education Psychology, Pwani University, Kenya.

2 Education Psychology and Counselling, School of Education, Pwani   University, Kenya.

3 Special Needs Education, School of Education, Pwani University, Kenya.

International Journal of Science and Research Archive, 2024, 13(02), 2401–2413

Publication history: 

Research Article
International Journal of Science and Research Archive, 2024, 13(02), 2401–2413.
Article DOI: 10.30574/ijsra.2024.13.2.2344
Publication history: 
Received on 31 October 2024; revised on 04 December 2024; accepted on 07 December 2024
 
Abstract: 
Introduction: Conduct disorder (CD) is a normal psychiatric impairment that often develops in childhood or adolescence and is followed by severe aggressive and antisocial behaviors.  3% of school-going children are affected by CD.
Purpose: To examine conduct disorder characteristics in young children.
Methods: Both correlation and cross-sectional designs were used. The data was from children. Children were clustered in small groups in two strata in Masaba South according to grades and years. Interview questionnaire schedules and observation checklists were used to find psychological problems and social relations of children.
Results: Conduct disorders such as anxiety, depression, aggressiveness, withdrawal, and social problems were prevalent among children. Emotional factors, such as feeling loved, were associated with a decrease in conduct disorder scores, including a 0.6-unit decrease in anxiety or depression (Adjusted β = -0.6, 95% CI [-1.0, -0.1], p = .029) and a 0.4 unit decrease in withdrawal (Adjusted β = -0.4, 95% CI [-0.8, -0.1], p = .011). Additionally, problems with shelter were associated with a 0.4 unit increase in both withdrawn (Adjusted β = 0.4, 95% CI [0.1, 0.8], p = .026) and social problems (Adjusted β = 0.4, 95% CI [0.1, 0.8], p = .026). However, behavior problems were across both grades and were a result of the home and school environment.
Conclusions: The study demonstrated the urgent need for comprehensive interventions that address children's material and emotional aspects, promote positive parenting practices, and promote children's well-being in school and at home.
 
Keywords: 
Conduct disorder; Emotional aspect; Behavioral problems; Parenting; Aggressive behavior; Mental illness
 
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