A special PhD graduation day for Seyda and Elijah, but let’s not forget what they actually achieved right in at the deep end:
Difficult enough exploratory studies, followed by interventions with Syrian refugee children in Turkey and internally displaced children in Kenya, with virtually no resources, deserves nothing but admiration (even if some us looked like Madame Tussaud’s wax figures!).
You can read the first stage of their tough studies at:
The children thought it was hilarious – after showing us how to sign and told us which grade they were in, then me letting them know seriously that I was coming to grade 1. They had a laugh and pulled faces!
It was a passing visit through this impressive unit for children with hearing impairment within a mainstream school. There are varied options for integration, depending on the hearing levels. What was most pleasing was witnessing the children’s and teachers’ pride. It was great to learn to sign the word ‘happy’!
Not to repeat the story how baby R then became the face of WACIT from the beginning – let’s call it fate!
Today she was in her last year at nursery, and looking the part for primary school soon. A rightly proud mum was beaming.
This was a very catchy title for an early and influential child mental health UK policy that really shifted emphasis from only focusing on specialist services. So, actually hearing stakeholders’ in Elijah’s study use exactly the same words in an Kenya urban area of disadvantage was so refreshing.
Elijah interviewed young people, parents, teachers, other professionals, community and religious leads in a slum area. The four identified themes related to definitions of both mental well-being and mental health problems; a range of contributing factors related to identity resolution, parenting, poverty and social media; attribution of responsibility at different socio-ecological levels; and required awareness, supports and interventions at these levels. Thanks to Inge for leading the writing up too!