Abstract
There has been a sustained interest in examining social determinants of health (SDH) for late childhood and adolescence to shift the focus from individual risk factors to social patterns, material conditions and to improve long-term health outcomes. This study offers an opportunity to look at the number of risk and protective factors associated with SDH using children's narratives around their attachment relationships. The research was carried out in Kariobangi and Kangemi health centers of Nairobi County, Kenya. All 83 participants were recruited from the community with the assistance of community health workers. Fifty-seven percent of participants were girls; 65.1% of ages 12–14 and 34.9% of ages 8–11 years. Child Attachment Interview (Target et al., 2003) was used to study attachment security as well as adolescents’ understanding of their relational and social world. Inductive thematic analysis was informed by preexisting themes identified from the literature on “risk” and “protective” factors within different layers of SDH and focused on identifying children’s understanding and appraisals of those factors. Secure attachment with both parents had 37.3% of participants 33.7% had insecure attachment with one parent, and 28.9% had insecure attachment with both parents. The overarching themes included poverty, parenting, religion, and schooling. Some factors commonly classified as protective or risk factors were described and appraised by children as a more complex and multidimensional phenomenon. Apart from it, these factors appeared interconnected and interrelated with each other on different levels of SDH.
Original language | English |
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Pages (from-to) | 393-407 |
Number of pages | 15 |
Journal | Global Social Welfare |
Volume | 8 |
Issue number | 4 |
Early online date | 13 Mar 2021 |
DOIs | |
Publication status | Published - Dec 2021 |
Bibliographical note
Funding Information:Religious education (CRE (Christian Religious Education), MRE (Muslim Religious Education)) is a part of the Kenyan curriculum both in private and public schools. There are many schools directly supported or partially funded by different congregations, e.g., Catholic schools, Presbyterian schools, Pentecostal schools, etc. Apart from that, the church as an institution and life around church plays a big role in day-to-day existence of any Kenyan irrespective of their age and socio-economic status (Duflo et al., ).
Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature Switzerland AG part of Springer Nature.
Funding
Religious education (CRE (Christian Religious Education), MRE (Muslim Religious Education)) is a part of the Kenyan curriculum both in private and public schools. There are many schools directly supported or partially funded by different congregations, e.g., Catholic schools, Presbyterian schools, Pentecostal schools, etc. Apart from that, the church as an institution and life around church plays a big role in day-to-day existence of any Kenyan irrespective of their age and socio-economic status (Duflo et al., ).
Keywords
- Child attachment interview (CAI)
- Parenting
- Poverty
- Religion
- Schooling
- Social determinants of health (SDH)