Effect of Cognitive Deficits on Vulnerability to Depression among Adolescents in Secondary Schools in Meru County, Kenya

Abstract

Adolescence represents a critical developmental period in life with increased clinical interests given that many mental disorders that occur in adulthood arise during adolescence. The main purpose of the study was to establish the effect of cognitive deficits on vulnerability to depression among adolescents in secondary schools in Meru County, Kenya. The specific objectives were; to examine the effect of executive functioning disorders, language-based learning disorder, severe disruption in social cognition and the intervening effect of support system on cognitive deficits and vulnerability to depression among adolescents in secondary schools in Meru County, Kenya. The study was anchored on meta-cognitive and social cultural theories. The study adopted descriptive survey design. The target population was the 27 secondary schools that were sampled using proportionate stratified sampling method in Meru County. The respondents were 27 principals/deputy principals and 27 counseling teachers sampled using purposive sampling method. Additionally, 176 English and mathematics teachers were sampled using simple random method. Eleven students from every sampled school were sampled using inclusion and exclusion methods. The principals/deputy principals and counseling teachers were interviewed. Mathematics and English teachers answered a questionnaire, while the students were assessed using depression tool and Montreal Cognitive Assessment (MoCA) tool for cognitive deficits. Pretesting of data collecting instruments was done in 3 schools in Tharaka Nithi County. Data was analyzed using descriptive statistics such as frequency, percentage and median. Additionally, inferential statistics from linear regression and multiple regression analysis were presented. SPSS was used to analyze the data presented. The findings were presented using tables, explanations, and figures. The study found out that schools had acquaintances to depression but did not articulately understand how to identify depression cases related to cognitive deficits. The conclusions on executive function disorder, was that there still lacked awareness on depression due to cognitive deficits. Additionally, on language-based learning disorder, schools lacked adequate financial resources, skilled language experts, and commitment towards establishing a system in creating awareness on impairment of language. Further, the conclusion made on severe disruption of social cognition was that schools did not put much emphasis on dictation of words to students since teachers were not enlightened on what dictation could do in a student’s social cognition life. Adding to the conclusions made on support systems, students were only left out to accept and follow the policies as they were whereby any deviation would lead to stipulated punishments. The study recommended that the ministry of education should equip teachers with necessary skills to understand effect of cognitive deficits on the learners’ mental wellness and engage psychologists in schools to diagnose and appropriately address mental health challenges among students. The school management should have supportive programs that enable learners with cognitive deficits and those that mitigate their causes and consequences.