Afework Thesis

ADDIS ABABA UNIVERSITYSCHOOL OF PSYCHOLOGY CLINICAL, HEALTH, AND COUNSELING PSYCHOLOGY PROGRAMS UNIT A Comparative Study of Psychological Wellbeing between Orphan and Non-orphan Children in Addis Ababa: The Case of Three Selected Schools in Yeka Sub-city Afework Tsegaye June 2013 Addis Ababa 1 ADDIS ABABA UNIVERSITY SCHOOL OF PSYCHOLOGY CLINICAL, HEALTH, AND COUNSELING PSYCHOLOGY PROGRAMS UNIT A Comparative Study of Psychological Wellbeing between Orphan and Non-orphan Children in Addis Ababa: The Case of Three Selected Schools in Yeka Sub-city. A THESIS SUBMITTED TO THE SCHOOL OF PSYCHOLOGY ADDIS ABABA UNIVERSITY IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN COUNSELING PSYCHOLOGY By Afework Tsegaye June, 2013 Addis Ababa 2 ADDIS ABABA UNIVERSITY SCHOOL OF PSYCHOLOGY CLINICAL, HEALTH, AND COUNSELING PSYCHOLOGY PROGRAMS UNIT A Comparative Study of Psychological Wellbeing between Orphan and Non-orphan Children in Addis Ababa: The Case of Three Selected Schools in Yeka Sub-city By Afework Tsegaye APPROVED BY: ___________________ Chair person, Department of Signature ____________________ Date Graduate Committee ___________________ Advisor Signature __________________ Examiner, Internal Signature _ Examiner, External __________________ Signature 3 _____________________ Date ____________________ Date ____________________ Date critical comments and constructive suggestion throughout the course of my thesis work. for their efforts in providing me with relevant advice. Furthermore. First and foremost. Further. support and wisdom. I would like to express my deepest gratitude to Ato Daniel Tefera and Ato Teshwal Ashagrie my thesis advisors. acknowledgment. Without the contribution of these people the study could not have come to completion. energy and knowledge in helping me while understanding this research. Henok Senay. It also want to extend my deepest gratified to the study participants for providing me with invaluable information without any kind of inhabitations. I want to express my deepest love. this study could not have been concluded without the deep love and the real commitment of my best friends Engida Sisay. Eyosiyas Yilma. Natnael Terefe. i . and appreciation to my beloved family: for their love. without them I never could have made it this far.Acknowledgement I would like to express my gratitude of all who generously gave their time. Table of Contents Acknowledgement……….…………………………………………………...…………….i Table of contents…………………………………………………………………………..ii Appendices………………………………………………………………………………..iv Acronyms………………….…………….…………..…………………………………......v List of tables……………………………………………………….……….……………..vi Abstract………………………..……...……………...…………………………………...vii CHAPTER ONE: INTRODUCTION 1.1. Background…………………...………………………………..…...…………………1 1.2. Problem Statement……………...…………...…...…....………………..…………….....6 1.3. Objective………………...……….…………...……….………..………...……….....8 1.3.1. General objective …………………………………………………………...8 1.3.2. Specific objective ……………………………………………………………9 1.4. Significance of the study ……………………………………………………………….9 1.5. Limitation of the study ………………………………………………………………..10 1.6. Definition of important terms………………………………………………………….10 CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1. Conception of psychological wellbeing ……………………………………………….12 2.1.1. Meaning of psychological wellbeing …………………………………………14 2.1.2. Component of psychological wellbeing ……………………………………...15 2.1.3. Measuring of psychological wellbeing ……………………………………….18 2.1.4. Demographic variable and psychological wellbeing ………………………….21 2.2. Problem and challenges of orphans …………………………………………………...23 2.3. Major psychological problems and manifestations of orphans ……………………….26 2.4. Empirical Quantitative studies on orphans and vulnerable children in different countries of the world ………………………………………………………………………….28 2.5. Summary of review literature …………………………………………………………34 ii CHAPTER THREE: METHODS 3.1 Research design ………………………………………………………………………..36 3.2. Study Area and Target Population …………………………………………………….37 3.3. Sampling……………………………………………………………………………….37 3.4. Inclusion and exclusion criteria for the Children Sample ……………………………..39 3.5. Research variable ……………………………………………………………………...39 3.5.1. Independent variable ……………………………………………………………39 3.5.2. Dependent variable……………………………………………………………...39 3.6. Data collecting instrument ……………………………………………………….........39 3.6.1 Demographic Questionnaire …………………………………………………….39 3.6.2. Psychological wellbeing scale ………………………………………………….39 3.6.3. Semi-structured interview guide ………………………………………………..41 3.7. Pilot testing ……………………………………………………………………………42 3.8. Data collection procedure ……………………………………………………………..42 3.9. Ethical Considerations…………………………………………………………………43 3.10. Data analysis …………………………………………………………………………43 CHAPTER FOUR: RESULTS 4.1. Background Information of Study Subjects …………………………………………...45 4.2. Descriptive Summary of Psychological Wellbeing among Orphan and Non-orphan Children………………………………………………………………………………..48 4.3 Status of psychological wellbeing of orphan and non-orphan children ………………..49 4.4. Difference in psychological well-being between orphan and non-orphan children …..52 4.5. Psychological well-being and demographic factors …………………………………..55 CHAPTER FIVE: DISCUSSIOND CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS 6.1 Summary ……………………………………………………………………………….61 6.2 Conclusion ……………………………………………………………………………..62 6.3 Recommendations ……………………………………………………………………...62 References………………………………………………………………….…………………………………………………………………64 iii APPENDICES Appendix-A Demographic data questioner and Ryff’s psychological wellbeing scale (Amharic version) Appendix-B Demographic data questioner and Ryff’s psychological wellbeing scale (English version) Appendix- C Interview guide line (English version) Appendix-D Interview guide line (Amharic version) iv ACRONYMS AIDS: Acquired immunodeficiency syndromes AU: Autonomy CSA: Central Statistics Authority DHS: Demographic and Health Survey EM: Environmental mastery EMOH: Ethiopian ministry of health HIV: Acquired immunodeficiency virus MOLSA: Ministry of Labour and Social Affairs NGO: Non-governmental organisation OVC: Orphans and vulnerable children PG: Personal growth PL: Purpose in life PR: Positive relations with others SA: Self-acceptance PWB: Psychological Well-Being UN: United Nations USAID: United Nations Program for HIV and AIDS UNAIDS: United Nations Agency for International Development UNICEF: United Nations Children Education Fund WHO: World Health Organisation v . .....…………………………………………………..47 Table 3: Summary statistics of the total and sub-scales of psychological well-being for orphan and non-orphan children ...50 Table 5:.46 Table 2: Respondent characteristics on parental status …………………………………..LIST OF TABLES Table 1: Demographic characteristics of study subject ………………………………….Summary result of the status of psychological well-being of nonorphan……………………………………………………………………………51 Table 6: Independent sample t-test for difference in psychological wellbeing between orphan and non-orphan children …………………………………………………53 Table 7: Correlation between psychological well-being and demographic measures …….56 vi .48 Table 4: Summary result of the status of psychological well-being of orphan children……………………………………………………………………….... Three groups of respondents. recruited from three randomly selected schools in Yeka Sub-city of Addis Ababa.Abstract The general objective of this study was to compare the psychological well-being of orphan and non-orphan children in Addis Ababa and to explore the conditions or situation that could promote the psychological wellbeing for the orphan. Results from Pearson correlation analysis revealed that grade level was significantly and positively correlated with psychological wellbeing whereas parental status was significantly and negatively correlated with psychological wellbeing. Both quantitative and qualitative methods were employed to achieve the research objectives. orphan had low psychological wellbeing whereas the non-orphan had high psychological wellbeing. participated in the study. a psychological wellbeing scale and interviews instruments was administered. A demographic questionnaire. vii . From the analysis of the qualitative data. The participants were: 120 orphan children. t-test. The qualitative data were analysed using inductive thematic analysis. and 3 representatives of charity clubs in the selected schools. 120 non-orphan children. and respect and care by adults were identified as the major themes that could promote orphan children’s sense of well-being. Using mean split technique on the psychological wellbeing scores of orphan and non-orphan children. and Pearson correlation. The orphan and non-orphan children were selected using systematic random sampling technique while the three representatives were purposively taken as a sample. encouraging the orphan’s individuality and autonomy and enhancing their self-esteem. Gender and age were not significantly related with psychological wellbeing. T-test for group mean difference on psychological wellbeing revealed that orphans were found to have a significantly lower psychological wellbeing as compared to the non-orphan children. Data from the quantitative survey were analysed using percentages. Recently. 2004).5 to 15 million. 2004) and as a consequence. rising numbers of children are orphaned by AIDS (Monasch and Boerma. and Plangemann. HIV ⁄ AIDS have been one of the severest clinical and public health problems ever faced by human being. most Governmental and non-governmental organization are using this definition the concept. Blacker. the global number of AIDS orphans has increased from 11. USAID AND UNICEF. 2006). however. schooling and medical care and are at risk of abuse and economic exploitation (Berry and Guthrie. Although Africa is proportionally the region hardest hit by HIV ⁄ AIDS. According to (UNAIDS. but increasing concern. it changed its definition to cover the loss of both parents and to include children below 18 years of age (UNAIDS. 2003).CHAPTER ONE INTRODUCTION 1. Globally. The epidemic has caused a substantial increase with mortality among adults during reproductive ages (Porter and Zaba. Most research work on orphan concentrates on basic need. Mattimore. 2004).1. Background Orphans frequently lack sufficient food. In Ethiopia. 1986. There is little available research. 2001). regarding the psychological well-being of orphans in Africa (Cluver and Gardner. an orphan is defined by international organizations based on age and parental status. Despite AIDS being a major reason for stigmatization and discrimination. shelter. The Amharic words equivalent to the word orphan are ‘Yemut Lij’ or ‘‘Wola’aj Alba’’ From 2001 to 2003. 2002) an orphan is defined as a child less than 15 years of age who has lost its mother. the 1 . orphan children are being discriminated based solely on their status as orphans (Subbarao. 2006). in 2008. Seventy-two per cent of children under the age of 18 live with both parents. 14 per cent live with their mothers but not their fathers. 2010). The majority of children orphaned as a result of HIV/AIDS are in Amhara (39%).1%) and the remaining causes of orphan hood and vulnerability are due to food insecurity.number of orphans is largest in Asia due to much larger populations (UNAIDS. UNICEF and USAID. According to the 2011 Ethiopian Demographic and Health Survey.94 million children orphaned by AIDS live in sub-Saharan Africa (UNAIDS.5 million of these children lost one or both parents to AIDS (USG. Fredriksan and Kandous (2004) state that. orphaned children might have stunted development of emotional intelligence. 3 per cent live with their fathers alone. 2007). decision making. negotiation skills etc. The recent report on orphans and vulnerable children (OVC) by the United States of Government (USG) and partners estimated that.. 2004). The global figure of 17. 2010).4%) and SNNPR (14. 2009). The impacts of parental death on children are complex and affect the child’s psychological and social development. 163 million children (age 0–17 years) across the globe were orphans (referring to loss of one or both parents to all causes) and that 17. malaria.4 million orphans. Moreover. 2 . and other infectious diseases (PEPFAR. conflict. 2012). with around 15% of these believed to have been orphaned as a result of HIV/AIDS (EMOH. Ethiopia has OVC burden. 2012). poverty. and 11 per cent live with neither of their natural parents and also 18 per cent of households are cared by an orphan (EDHS. Almost 14.5 million orphans as a consequence of AIDS represents an increase from the 2007 estimate of 15 million AIDS-related orphans (UNAIDS. Oromia (22. they often show lack of hope for future and have low self-esteem (Kedija. and life skills such as communications. natural disasters. with almost 5. et al. fighting with other children. Cakwe. this low level of emotional adjustment among AIDS orphans was reflected in the degree of unhappiness. (2007) found no significant health disadvantage for orphans on a series of wellbeing indicators. Quinlan. According to MOLSA. a cross-sectional study in urban Uganda found no differences between orphans and non-orphans in reported treatment-seeking behavior and in anthropometric measures (Sarker. 2003) although orphans were somewhat more likely to be wasted than non-orphans (USAID. The losses of the parents continue to affect the children’s developmental stages. and stunting) for orphaned and non-orphaned children under age 6 and concluded that orphaned children are at no greater risk of poor health than non-orphaned children (Lindblade. a study conducted in Zambia by Family Health International (2003) on 788 orphans concerning their emotional well-being revealed that orphans often had scary dreams or nightmares while other were sometimes unhappy. malaria. or often. and DeCock. worry. depression and feeling of hopelessness and pessimism among AIDS orphans. Odhiambo. 2005). For example. desired to be alone and often were worried. Rosen. In addition. anemia. A study in rural western Kenya similarly compared several health and nutritional indicators (including fever. 2008). the study find out that some were sometimes. fatigue. A study conducted in Ethiopia by Ministry of Labour and Social Affairs (2003) revealed that the score for emotional adjustment level of AIDS orphans was lower than that of the non-AIDS orphans. Parikh. however. history of illness. Comparing orphans and non-orphans living in the same households in a rural area of South Africa. low level of patience.Evidence on the health status of OVC is less clear. Desilva. Another study which dealt with the psychological distress of non-ADIS and ADIS orphan adolescent in Addis Ababa concluded that large proportion of orphan adolescents 3 . Neckermann and Mu¨ller. 2005. Makame. Boyes and Gardner. In addition to potentially causing early death. such as anxiety. Tanzania. 2006). as well as at health centre. Children whose parents are ill because of HIV/AIDS or those who have been orphan by the disease face stigma and discrimination. pessimism. the long term effects of orphan-hood to be negative. sense of failure. Studies of HIV-infected mothers have shown high levels of depression linked to their diagnosis and AIDS-related illness. depression and anger among orphans than among nonorphans. 2012) In general. poor physical and mental health. UNICEF. Lakew and Wondoesn. In Africa most of researcher focusing orphaned children health and nutritional issues only few studies mention psychological aspects of orphan child for example in Dar-esSalaam. and suicidal tendency. The effects of malnutrition and poor health are far reaching. Richter. as well as being at risk for stigmatization and exploitation and also orphans are at a high risk for contracting HIV themselves as a result of maternal transmission. Orkin. Maharaj and Magnani (2006) found that 4 . which may impact on children’s mental health both directly and via reduced parenting capacity (Cluver. Brown. many orphans are forced to drop out of school for financial reasons this would hinders their future opportunities for jobs and economic growth (Brown and Sittitrai. These children are at an increased risk for suffering from malnutrition.are having psychological problems that can affect their present and future life ( Hiwot. 2011). 2006). in Uganda Atwine. they can also lead to low educational achievement and productivity because malnutrition can lead to delayed intellectual development (Brown and Sittitrai. Ani and Grantham-McGregor (2002) found adverse psychological consequences of orphan hood. they may be rejected by their friends and school mates. and sexual exploitation. Cantor-Graae and Bajunirwe (2005) found much higher levels of anxiety. in Rwanda Thurman. UNICEF. 2005. prostitution. Fentie. Paxson and Ableidinger.. 2005). 1999). and frustration than non-orphans (Mbozi. Panpanich. and Munyati. Orphan children seem socially deprived and they tend to encounter higher emotional distress. and Operario. 2008. the psychological effect of orphan-hood ( Sengendo and Nambi. 1997). To date. socio-economic problems (Case. Nyambedha.orphans living in youth-headed households were significantly more likely than those in adult-headed households to report emotional distress. 2006). Qunzhao. Gardner. psychological wellbeing of institutionalized orphan children (Laurg. Watts. 2006). Lopman.g. 2007. suffer abuse and low rate of trusting relationships (Baaroy and Webb. Gardner & Operario. 2010). 2003) against orphan haven reported. 2008). treatment-seeking behavior and in anthropometric measures (Sarker et al. In general. Debit. hopelessness. 2005) and social discrimination (Cluver. Gregson. In particular. It has also been reported that orphans are more likely to suffer from behavioural or conduct problems and report suicidal thoughts than non-orphans (Cluver. 5 . 2008. Nyamukapa. & Jukes (2007) found that orphans had significantly higher psychosocial distress than nonorphans (USAID. Most orphans may be distressed by their new circumstance that may require them to cater for themselves and/or assume care-giving responsibility for their younger ones Sexual abuse (Pridmore and Yates. 2008) Most of studies revealed that orphans suffer higher level of psychosocial problems than their non-orphan peers. depressive symptoms and social isolation and in rural Zimbabwe. 2002). 2006). Saito. maternal and double orphans are more likely to experience behavioural and emotional difficulties. Wandibba and Aagaard-Hansen. research on orphan is focused on the health and nutritional status (e. mental health problems (Cluver and Gardner. Cluver & Gardner. 2008. psychosocial and developmental status (Nagy and Amira. Mikang. Monasch. 2010). the death of one or both parents has a profound and lifelong impact on the psychological wellbeing of children. & USAID. Loua. and psychological well-being (Laura. 2008) and the psychological distress and its predictors in AIDS orphan adolescents (Hiwot. psychological well-being and socioeconomic hardship among AIDS orphans and other vulnerable children (Delva. In Ethiopia emotional adjustment among AIDS orphans and the psychological distress of non-ADIS and ADIS orphan adolescent had been studied (MOLSA. Lakew and Wondoesn. Hiwot. school services. 2012). inadequate food. where more than one in seven children are orphaned (UNAIDS. Therefore. 2009). nutrition. 2008). the lives of orphans and working children (Tatek. 2003. Whereas sub-Saharan Africa has the highest proportion of children who are orphaned.. Orphan children may face many hardships during childhood including a decline in health. Fentie.psychosocial wellbeing of OVC (Grace. 2004). and the psychosocial well-being of teenaged orphans (Gumed. 2011). Overall. sexual abuse and others that can further expose children’s prospects of completing school. 2004).. Large and growing numbers of OVC children are a worldwide concern. 1. Orphans and vulnerable children (OVC) continue to maintain a spot at the forefront of the international agenda with millions of children worldwide being orphaned or made vulnerable by HIV/AIDS and with the numbers of projected to increase in the next decade (UNAIDS. 2009). Moreover. in most studies little attention has been given to the psychological wellbeing of orphan in Ethiopia. Statement of the problem In Ethiopia. Lamah et al. Vercoutere.2. the focus of the present study is to fill this gap in research. Orphan-hood is frequently accompanied with multidimensional problems including prejudice. Children and 6 . et al. 2011) were studied. The status of the psychological well-being of Ethiopian orphan is not explored. UNICEF. Moland. 2005.g. Forehand. 2008. Millions of children have lost their childhood. The consequences of the HIV epidemic in Ethiopia are seen in the eyes of children who have lost one or both of their parents. 2006. They live on the streets and are forced to endure countless humiliations in order to meet their basic needs like clothing and food. yet without the necessary resources. 2011). and Bajunirwe. Hunter. Steele. The impact of the HIV/AIDS epidemic in creating a burden of care of orphans for the traditional family structure is well documented in a handful of culture-specific studies (e. Cluver Gardner. 2006) because of the realization that parental death is a risk factor for psychological distress (Bauman and German. Although specific data on the number of orphans are highly inconsistent. Other children are forced to become heads of households.adolescents in particular are at increased risk for unresolved or complicated bereavement because of their developmental vulnerability and emotional dependency.. they abandon school and the opportunities that come with it. Raviola and Carlson. traumatized by events beyond their control and understanding. 2000. Cantor-Graae. Oleke. Atwine. and Armistead et al. and Robertson. 2006. Blystad. 7 .. 2005). Rekdal and Heggenhougen. These children are often stigmatized by relatives and rejected by communities which tend to think that caring for a child orphaned by AIDS is a lost investment. The number of children experiencing orphan-hood is increasing at an alarming rate. Flisher. Gardner and Operario. 2009. Skinner and Zuma. Quite recently there has been a growing international interest in research on orphans (Pivnick and Villegas. 1998. Andrews. Earls. 2006). most of this increase is explained by HIV/AIDS-induced adult mortality. Laas. 1990. Operario. 2007. Being an AIDS orphan may further place them at heightened risk of prolonged mental problems (Hiwot et al. 2000. Foster. Wild. Doku. 3. of course.The Ethiopian literature on psychological wellbeing orphan children is very small. Study on the psychological wellbeing of orphan children in Ethiopia is lacking. Thus. and examines if socio demographic backgrounds associate with the psychological well-being of the orphan children. during and after parental death and the support and care they get from all levels on the other hand.1 General objective This study explores the psychological wellbeing orphan to compares the status of their psychological well-being with non-orphan children in Addis Ababa Yeka sub-city. The limited research that has been carried out focused on HIV orphans who suffer from particular social and economic disadvantages and mental health problems. Few exceptions. Although orphaned children seem to attract the attention of researchers GOs and NGOs in Ethiopia. 2006) conducted a psychosocial survey of orphaned and vulnerable children.3. their family and communities in both rural and urban settings. It explicitly found out the psychosocial situations of orphaned children before. Tedla (2005) witnessed the prevalence of stigma and discrimination against AIDS orphans. this study explores the psychological well-being of the orphan and compares their psychological well-being with that of non-orphans. Objective of the study 1. Belay and Belay (cited in Desalegn. much of the attempt are on the economic needs of children not on the psychosocial problems affecting their wholesome development. 1. 8 . could be cited which have recently conducted local surveys in Addis Ababa and elsewhere. Among these. 4.1. As a result.3. 3. schools. the concerned bodies. 9 . Explore the status of the psychological well-being of orphan and non-orphan children. Significance of the study The results of the study are believed to be helpful in the following ways: The study assesses the status and comparing the psychological well-being of orphan and non-orphan children. This research is important for those involved in therapy and in counselling to identify children who are at low level of psychological wellbeing and to develop and improve prevention and intervention methods for orphans. 1. governmental and non-governmental organization will work together on orphans or strengthen the existing programs in order to increase the psychological well-being of orphan children. Examines the association between socio demographic variables (age difference. Compares the status of psychological wellbeing of orphan and non-orphan children. educational level and having or loss of parent) and psychological well-being of orphan children. The finding of this study will also provide important direction for conducting further research in the areas of psychological wellbeing and mental health of orphans. family.4. gender difference. policy makers.2 Specific objective The study more specifically addresses the following specific objectives: 1. Explores the psychological and social conditions or situation that could promote the psychological wellbeing of orphan children. 2. Definition of important terms Psychological well-being:. 1989). there is some potential reporting bias which may have occurred because of respondents’ interpretation of the questions or desire to report their emotions in a certain way or simply because of inaccuracies of responses. purpose in life and self-acceptance of individuals (Ryff. 1. Therefore.5. trusting relationships with other people. optimal psychological functioning and development at one’s true highest potential. environmental mastery. personal growth.individual meaningful engagement in life. positive relationship with other. Purpose in life: the extent to which children’s hold beliefs that give life meaning Self-acceptance: the extent to which children’s have a positive attitude about themselves.1. Limitations of the study The data collected for this study was based on self-reported scale that was provided by children targeted by the study.6. It has six dimensions that are autonomy. selfsatisfaction. Positive relations with others: the extent to which children’s have satisfying. Autonomy: the extent to which children’s view themselves as being independent and able to resist social pressures Environmental mastery: the extent to which children’s feel in control of and able to act in the environment Personal growth: the extent to which children’s have a sense of continued development and self-improvement. 10 . Orphan children:-A child under 18 years of age whose mother.A child who has lost both parents Maternal orphan: . Orphans from all causes can be more specifically described as follows: Single orphan: .A child whose father has died (including double orphans 11 . 2006). Double orphan: .A child who has lost one parents.A child whose mother has died (including double orphans) Paternal orphan: . father or both parents have died from any cause (UNICEF. 1989).CHAPTER TWO REVIEW OF RELATED LITERATURE 2. Deci and Ryan. Two broad psychological traditions have historically been employed to explore well-being. Psychologists and health professionals (Campbell. 1999). 2008) have studied well-being extensively. it serves as a guide for clinical work by helping the counselor determine the direction clients might move to alleviate distress and find fulfillment. Such normative understandings are represented by traditional philosophies and religions that often stress the cultivation of certain virtues (Diener. It plays a crucial role in theories of personality and development in both pure and applied forms. While the distinct dimensions of well-being have been debated. Eudaimanic measures emphasis‘‘human flourishing’’ literally eu (wellbeing or good) and Daimonia (demon or sprit) and virtuous action. In contemporary Western society. these norms are largely provided by philosophies of psychological well-being. normative understandings of well-being have defined particular human characteristics and qualities as desirable and worthy of pursuit or emulation (Taylor. The Eudaimanic is deriving from ancient Greek philosophy notably the work of Aristotle and were later championed by mills among other. the general quality of well-being refers to optimal psychological functioning and experience. 1984). Conception of psychological well-being Throughout human history. and meaning. it provides a baseline from which we assess psychopathology. purpose.1. 1981. Psychological well-being is among the most central ideas in counseling. and it informs goals and objectives for counseling-related interventions (Christopher. which is argued to be not always congruent with happiness or 12 . can work productively and fruitfully. 2005). Ryff and Singer (1998) define eudaimonia as ‘‘the idea of striving towards excellence based on one’s own unique potential. Hedonic measures follow the criteria of maximizing pleasure and avoiding pain an approach dating back to ancient Greek philosophy that found later expression in the work of Bentham and his followers (OPHI. 2009).satisfaction. 2008. 2007). 1989). Schwartz. assesses how well people are living in relation to their true selves (Waterman. mental and social well-being and not merely the absence of disease or infirmity” (WHO. and is able to make a contribution to his or her community” (Huppert. Ryff psychological wellbeing scale. where health is defined as “a state of complete physical. and policy makers (Huppert. can cope with the normal stresses of life. Neugarten’s Life Satisfaction Index. More recently. the WHO has defined positive mental health as “a state of well-being in which the individual realizes his or her own abilities. 2001). Ryff. 13 . on the other hand. 1948). economists. and a variety of depression instruments (Ryan and Deci. and Conti. social scientists. This positive perspective is also enshrined in the constitution of the World Health Organization. although commonly used instruments include Bradburn’s Affect Balance. There is not a standard or widely accepted measure of either hedonic or eudaimonic well-being. Rosenberg’s self-esteem scale. The eudaimonic perspective.’’ The hedonic view equates well-being with happiness and is often operationalized as the balance between positive and negative affect (Ryan and Deci. This paradigm shift has been especially prominent in current psychological research but it has also captured the attention of epidemiologists. 2001). but to reflect a broader and multi-factored set of need. Recent years have witnessed an exhilarating shift in the research literature from an emphasis on disorder and dysfunction to a focus on well-being and positive mental health. 2002). 2012). satisfied or prosperous and broadly to reflect quality of life and mood states. there is still no consensus regarding the operational definition of this construct (Khan and Juster.2. many theories of well-being have been proposed and an extensive body of empirical research using different indices of this construct has been conducted. and being able to manage these negative or painful emotions is essential for long-term well-being. Sustainable well-being does not require individuals to feel good all the time. Yet. Shek (1992) defines psychological well-being as that ‘state of a mentally healthy person who possesses a number of positive mental health qualities such as active adjustment to the environment and unity of personality” Dzuka and Dalbert (2000) defined psychological well-being is the overall satisfaction and happiness or the subjective report of one’s mental state of being healthy. However. Psychological well-being is about lives going well. theorists have found that the concept of psychological wellbeing (PWB) is much more complex and controversial. Meaning of psychological wellbeing Psychological well-being is perhaps the most widely used construct among psychologists and mental health professionals. However. 14 . failure. Practically speaking.g. the experience of painful emotions (e. however. grief) is a normal part of life. 2009). disappointment. Ryff’s (1989) defined well-being is the optimal psychological functioning and experience.1. compromised when negative emotions are extreme or very long lasting and interfere with a person’s ability to function in his or her daily life (Huppert.1. psychological wellbeing serves as an umbrella term for many constructs that assess psychological functioning (Girum. It is the combination of feeling good and functioning effectively. Psychological well-being is. 2. Positive Relations with Others. She acknowledged that current approaches to subjective well-being have been extensively evaluated and that psychometrically solid measures have been constructed (Christopher. and Jahoda.2. This conceptualization maintains that well-being is not so much an outcome or end state as a process. Environmental Mastery. Allport. Synthesizing ideas from the personality theories of Malsow. but evaluates oneself by personal standards (Ryff and Singer. 1996).Deci and Ryan (2008) defined Psychological well-being refers to living life in a full and deeply satisfying manner. internal locus of control. Component of psychological well being Ryff (1989) critiqued research on subjective well-being for what she saw as its impoverished theoretical basis. and Self-Acceptance. Experiences in continuously adverse circumstances do not make life appear to be subject to control 15 . The fully functioning person is described as having an internal locus of evaluation. Most orphans are at risk of being confronted by powerful cumulative and often negative social changes in their lives over which they have no personal control. Autonomy Ryff (1989) equates autonomy with attributes such as self-determination. Purpose in life. and is concerned with living well or actualizing one’s human potentials. Jung. Neurgartens. individuation. Buhler. Rogers. Ryff (1989) developed an alternative approach to well-being that she refers to as psychological well-being. Erikson. she constructed a measure of well-being around six subscales: Autonomy. whereby one does not look to others for approval. Personal Growth. 1999). Underlying these attributes is the belief that one’s thoughts and actions are one’s own and should not be determined by agencies or causes outside one’s control. and internal regulation of behavior.1. independence. Self-actualizers are described as having strong feelings of empathy and affection for all human beings and as being capable of greater love. 1998). Positive Relations with Others Ryff (1989) defined positive relations with others as warm. However. 1998). deeper friendship. trusting interpersonal relations and strong feelings of empathy and affection. as well as the ability to be flexible in various environmental settings. 1999) Many of the preceding theories emphasize the importance of warm. Life-span development is described as requiring the ability to manipulate and control complex environments and also one's ability to advance in the world and change it creatively through physical or mental activities. The ability to love is viewed as a central component of mental health. 2006). there is a significant difference between having relations with others and being psychologically constituted by one’s location in a social network (Christopher. Environmental Mastery Ryff’s (1989) defined environmental mastery as the ability to choose or create environments that is suitable to whom they are as a person. and more 16 . Perceived lack of control produces a feeling of helplessness and loss of hope. These active participation in and mastery of the environment are key ingredients in an integrated framework of positive psychological functioning (Ryff and Singer. trusting interpersonal relations. and diminishes an individual's will power (Tsihoaane.through a person's own efforts (Cilliers. Maturity is seen to require participation in a significant scope of activity outside of oneself. At first glance this subscale/criterion seems most sympathetic to or compatible with collectivism. as completely as possible. 17 . Personal Growth Ryff (1989) defined personal growth as the continuing ability to develop one’s potential. Openness to experience. for example. 1993). 1996). to grow and expand as a person. and intentionality are important parts of the feeling that there is purpose and meaning to life. Purpose in Life Ryff (1989) suggested that having a clear comprehension of life’s purpose.complete identification with others. Life-span theories also give explicit emphasis to continued growth and to facing new challenges to tasks at different periods of life (Ryff and Singer. human flourishing. Eudaimonistic accounts of ethics and the good life in fact. 2000). from an ideal to an actuality (Ryff and Singer. Such an individual is continually developing. a sense of directedness. 1996). is a key characteristic of the fully functioning person. 1996). 1996). all of which contribute to the feeling that life is meaningful (Ryff and Singer. to the imperative to know oneself (one's daimon) and to choose to turn it. rather than achieving a fixed state wherein all problems is solved. and the realization of one's true potential (waterman. The dimension of personal growth parallels Aristotelian conceptions of human excellence. intentions. Warm relating to others is posed as a criterion of maturity (Ryff and Singer. One who functions positively has goals. Orphans who do not establish a supportive relationship with their care given are unable to create new components and risk for poor psychological adjustment (Kodero. and a sense of direction. 2001). has thus been expressed in many forms and has varied from a relatively narrow focus on bodily pleasures to a broad focus on appetites and self-interests (Ryan and Deci. Aristotle.. Equating well-being with hedonic pleasure or happiness has a long history.3. holding positive attitudes toward oneself emerges as a central characteristic of positive psychological functioning (Ryff and Singer. and self-respect are also evident in lists of criteria goods showing parallels to selfacceptance. and that happiness is the totality of one’s hedonic moments. Hobbes argued that happiness lies in the successful pursuit of our human appetites. 2. and maturity. hedonic and mental health measures.Self-Acceptance Ryff (1989) maintained that holding positive attitudes toward oneself emerges as a central characteristic of positive psychological functioning. taught that the goal of life is to experience the maximum amount of pleasure. Ideas of self-love. This is defined as a central feature of mental health as well as characteristic of self-actualization. Thus. Life span theories also emphasize acceptance of one's self and one's past life. 1996). Psychologists who have 18 . respectively. optimal functioning. Utilitarian philosophers such as Bentham argued that it is through individuals’ attempting to maximize pleasure and self-interest that the good society is built. Hedonism. as a view of well-being. a Greek philosopher from the fourth century B. Measuring of psychological well being The main strands of the literature on psychological and subjective wellbeing focus on Eudaimonic.1. His early philosophical hedonism has been followed by many others.C. and De Sade believed that pursuit of sensation and pleasure is the ultimate goal of life. self-esteem. the presence of positive mood. from the Eudaimonic perspective. there has been considerable debate about the degree to which measures of SWB adequately define psychological wellness (e. some outcomes are not good for people and would not promote wellness. however it is assessed (Ryan and Deci. SWB consists of three components: life satisfaction. Waterman (1993) stated that. subjective happiness cannot be equated with well-being (Ryan and Deci. the Eudaimonic conception of well-being calls upon people to live in accordance with their daimon.adopted the hedonic view have tended to focus on a broad conception of hedonism that includes the preferences and pleasures of the mind as well as the body (Kubovy. The term Eudaimonia is valuable because it refers to well-being as distinct from happiness perse. One concerns the validity of SWB and related measures as operational definitions of (a) hedonism and/or (b) well-being. or true self. Thus. 2001). Under such circumstances people would feel intensely alive and authentic. Accordingly. Even though they are pleasure producing. The other concerns the types of social activities. 1999). 1999). goals. There are same philosophical arguments about equating hedonic pleasure with well-being. 1998). existing as whom they really 19 . Eudaimonic theories maintain that not all desires. most research within the new hedonic psychology has used assessment of subjective well-being (SWB) (Diener and Lucas. 2001). there are two important issues concerning the hedonic position in research on well-being. not all outcomes that a person might value would yield well-being when achieved. whereas happiness is hedonically defined. and the absence of negative mood. together often summarized as happiness (Ryan and Deci. and attainments theorized to promote well-being.g. Ryff and Singer. There are many ways to evaluate the pleasure/pain continuum in human experience. 2001). He suggested that Eudaimonia occurs when people’s life activities are most congruent with deeply held values and are holistically or fully engaged. PE was more strongly related to activities that afforded personal growth and development.area state Waterman labeled personal expressiveness (PE). personal growth. Waterman showed that measures of hedonic enjoyment and PE were strongly correlated. self-acceptance. but as “the striving for perfection that represents the realization of one’s true potential” (Ryff. (Ryff and Keyes. interview. For example. 1995). but were nonetheless indicative of distinct types of experience. mastery. they describe well-being not simply as the attaining of pleasure. whereas hedonic enjoyment was more related to being relaxed. 20 . 1995) thus spoke of psychological well-being (PWB) as distinct from SWB and presented a multidimensional approach to the measurement of PWB that taps six distinct aspects of human actualization: autonomy. behavioral observation and biological measures. These six constructs define PWB both theoretically and operationally and they specify what promotes emotional and physical health (Ryff and Singer. and happy(Ryan and Deci. as represented by PWB. whereas both PE and hedonic measures were associated with drive fulfillments. furthermore. 2012). Taken together these measures provide a more accurate assessment of PWB (Girum. They have presented evidence. that Eudaimonic living. PE was more associated with being challenged and exerting effort. 1998). 2001). Ryff and Singer (1998) have explored the question of well-being in the context of developing a lifespan theory of human flourishing. away from problems. PWB is measured through different assessment devices such as self-reported questionnaire. can influence specific physiological systems relating to immunological functioning and health promotion. Empirically. life purpose. for example. and positive relatedness. Also drawing from Aristotle. informant reports memory measures. while others showed higher scores for women on some sub-scales such as those assessing social functioning (e. Compared to girls. 21 .2. orphaned boys were found to show lower self-awareness and to perform more poorly at school (He and Ji. Donovan and Halpern. Helliwell. Boys however. This makes investigation into gender difference among orphans on psychological distress critical (Dahlback. McGee and Angell. For example.1. Girls tend to suffer from more emotional difficulties. socialization. but the effect of gender is much less clear when it comes to mental well-being. 1999).g. In Africa gender plays an important role in the socio-cultural set up of families and societies. 2003). and Joubert. 2006). Demographic variable and psychological well being Among the general population. depression increases from the early teens to the mid-twenties for both girls and boys (Kessler. Silva. 2008). Stephens. Avenevoli and Merikangas.4. Demographic characteristics also show some differential effects for wellbeing and ill-being. 2008). gender differences in psychological functioning and health are well documented (Dekker et al. Parenting practices. but girls show larger increases than boys during this period (Hankin. 2007). roles and expectations differ according to the sex of the child. Abramson. while in adulthood. 1998). 2002. During childhood. whereas boys tend to have more behavioral problems. 2001). 1998). Most large surveys showed little evidence of gender differences (e.g. Lopez and De Rubeis. Koot. tend to show a greater increase in their engagement in problem behaviors than girls (Bongers. the prevalence of psychiatric disorders is significantly higher in boys. 2007 and Rutter. Ryff and Singer.g.. women have twice the risk of depression compared to men (Strunk. Some showed higher scores for men (e. Women have substantially higher rates of symptoms (or diagnosis) of common mental disorders such as anxiety and depression than men. Moffitt. Dulberg. Van der Ende and Verhulst. While women showed to be as happy as the men in the study of Fujita. Autonomy was also found to be different between the genders where boys showed higher autonomy than girls and was associated with greater parental disobedience and also earlier study. Previous researches claim the distressingly low self-esteem among female than men however. Likewise. with women reporting more frequent experience of depression. relationship with father. Contrasting findings same components of psychological well-being between the genders were also noted. whereas girls tend to internalize their problems. Brown. 1983). recent researches report that gender difference in self-esteem ranged only from small to medium effect sizes (Perez. to the way in which boys and girls react to stressful periods and traumatic events. there was also no difference between the boys and girls in environmental mastery (Ryff and Keyes. in part. 2010). Boys are more likely to externalize their behaviors by acting up. According to Perez (2012) females are significantly higher scores in the aspects of daily spiritual experience.2004). Diener and Sandvik (1991) a more recent study however showed similarity in the experience of affect between males and females (Gutman et al. anxiety and other psychological problems (Gutman. Essex. 2012). 1995). although behavioral problems often peak in early to middle adolescence and then decline in later adolescence for both genders (Hirschi and Gottfredson. leading to depression. Akerman and Obolenskaya. relationship with peer. A study among US college samples showed gender difference in depression scores. In a later study.. no difference was found in personal growth between the genders (Ryff and Keyes. positive relationship with others and purpose in life. 1994). Lee. women showed higher score in personal growth than men (Ryff. This gender difference may be due. male in other side highly scores autonomy than 22 . 2010). and Schmutte. 1995). Orphans and vulnerable children experience frequent interruptions in education (Ankrah. Cluver.16 percent indicated having high mastery. many children affected by HIV/AIDS were found not to be attending school and this correlates with increased psychological distress (Nyamukapa et al. high mastery and high sense of coherence. Fredriksan and Kandours (2004) stated that. personal growth and self-acceptance (Perez. Neckermann and Muller (2005) found that households with orphans had more children under 18years than those without orphans. 2007). 2008. 2000). orphaned children might have stunted development of emotional intelligence. 2004). for fifteen to seventeen years olds. Significantly. and life skills 23 . For twelve to fourteen years olds 36 percent indicated having high self-esteem. 41 percent indicated having high self-esteem. 2. Gardner and Operario. Problem and challenges of orphans The impacts of parental death on children are complex and affect the child’s psychological and social development. Children who drop out of school lose the benefit of education as well as school friends. 2012). 7 percent indicated having high mastery and data was unavailable for sense of coherence. 21 percent indicated having high mastery and 12 percent indicating having sense of coherence (De Lazzari.2.their female and there is no significant gender difference in terms of environmental mastery. 1993) and their school fees often unpaid (UNAIDS. Sarka. and data was unavailable for sense of coherence.. For eighteen and nineteen years olds. According to the statistical report on the Health of Canadians (1994/95) three indicators of Psychological well-being were assessed across a wide range of ages in the population the three measures used were high self-esteem. 41 percent indicated having high self-eseteem. growth. Paxson and Ableidinger (2002) based on data drawn from a crosssection of countries. This is frequently compounded by “selfstigma” children blaming themselves for their parents’ illness and death and for the family’s misfortune (Smart. or impoverished relatives struggling to meet the needs of their own children. Orphans are at increased risk of losing opportunities for school. and child school enrolment (Ainsworth and Filmer. 2003). 2003). and nutrition. chronic depression. negotiation skills etc. For orphans living with their remaining parent. fear. and disturbed social behavior. grief. children experience profound loss. household wealth. development. According to. health care. elderly grandparents who themselves are often in need of care and support. Orphans of any type were less likely to be in school than the nonorphans with whom they lived. nutrition. they often show lack of hope for futures and have low self-esteem (Kedija. learning disabilities. foster households might be expected to favors their biological children over foster ones. many of them are being cared for by a remaining parent who is sick or dying. Fewer School Opportunities: Faced with limited resources. income shortfalls after the death of one parent may induce children to leave school.such as communications. and hopelessness with long-term consequences such as psychosomatic disorders. Moreover. and so deny orphans proper access to basic needs such as education. low self-esteem. Increasing numbers of children are living in childheaded households. who were 10–30 24 . Moreover. with the death of a parent. The largest effect was for double orphans. healthcare. A study using data collected by the Demographic and Health Surveys and Living Standards Surveys for 22 countries in Sub-Saharan Africa in the 1990s shows much diversity in the relationship among orphan status. anxiety. 2002). decision making. 2006) Majority of orphans are living with surviving parents or extended family. with minimal or no adult supervision or support (Smart. and shelter. 2008). history of illness. 2005). 2008). the large numbers of studies documenting the detrimental effects of parental loss on the education of orphaned children. Evidence on the health status of OVC is less clear. Parikh et al. a cross-sectional study in urban Uganda found no differences between orphans and non-orphans in reported treatment-seeking behavior and in anthropometric measures (Sarker et al.. although maternal orphans (but not paternal or double orphans) were less likely to complete primary school education than non-orphans (Nyamukapa and Gregson. including higher school attendance rates for orphans than non-orphans in some countries.per cent less likely to go to school than the children with whom they lived. 2005). Comparing orphans and non-orphans living in the same households in a rural area of South Africa. Parikh et al. anemia. and stunting) for orphaned and non-orphaned children under age 6 and concluded that orphaned children 25 . not all studies have found adverse effects. (2007) found no significant health disadvantage for orphans on a series of wellbeing indicators. and they have mixed results (USAID. A study in rural western Kenya similarly compared several health and nutritional indicators (including fever. Health risks of orphan’s: Studies on the consequences of parental illness and death for their children’s health and nutritional status are scarcer than studies of how orphan-hood affects children’s education. the less likely it is that the orphan will be enrolled in school (USAID. For example. Another study in rural Zimbabwe found no difference between orphans and non-orphans in primary school completion rates. The authors also note that the schooling outcome is very much predicted by the degree of relatedness to the household head the more distant the relationship of the household head to the orphan. In general. however. (2007) found no significant differences in educational outcomes between orphans and non-orphans living in the same household. malaria. Ainsworth and Filmer (2002) identified a considerable variation in the effect of orphan-hood on school attendance. and antisocial behavior’s and become violent or depressed (World Bank. anger. 2004). 2003). (2006) indicated that orphans in sub-Saharan countries are more vulnerable than non-orphans on a series of health indicators. (2007) also found strong associations between OVC status and nutritional and health outcomes such diarrhoea.. and they may not arise until months after the traumatic event. 26 . and underweight status even after controlling for household poverty. 2000). The death of a parent leaves children in a state of trauma. In another report Andrews et al. Many. (2007) found that children (age 0-4 years) of HIV-infected parents were significantly more likely to be underweight and wasted and less likely to have received medical care for acute respiratory infections and diarrhea than children living with both parents who were not HIV infected (USAID. 2008). Sengendo and Nambi reported in 1997 that in Uganda many orphans were showing signs of stress and trauma. although orphans were somewhat more likely to be wasted than non-orphans (USAID. Watts et al. orphans may become withdrawn and passive or develop sadness. fear. Using data from Zimbabwe. 2008). they take different forms.3. In a recent study in Kenya. Mishra et al.are at no greater risk of poor health than non-orphaned children (Lindblade et al. According to Furman “no other event is comparable in psychological significance because the death of a parent deprives children of so much opportunity to love and be loved and confronts with a formidable adaptive task" (cited by Kodero. 2. Major psychological problems and manifestations of orphan Most the psychological impacts are often not visible. acute respiratory infection. However. and anger effectively. 1986). There are several reasons. However. they may find it difficult to find a sensitive time (UNAIDS. In addition. life experience and emotional support that enable them to control their anger and depression (Sengendo and Nambi. Like adults. which may impede their socialization process (through damaged selfconfidence. and so forth). there is a cultural belief that children do not have emotional problems and therefore there is a lack of attention from adults. when willing to express their feelings. even where the problem may have been identified. First. motivation. but. there is a lack of adequate information on the nature and magnitude of the problem.Orphans may experience additional trauma from lack of nurturance. 1997). Gormly and Ambron. guidance. 1997). grievance. In schools. secondly. since psychological problems are not always obvious. many adults in charge of orphans are not able to identify them. thereby adding to their pain. Children therefore are at risk of growing up with unresolved negative emotions which are often expressed with anger and depression. there is a lack of knowledge of how to handle it appropriately. This prevents them from going through the grieving process which is necessary to recover from the loss (Brodzinsky. there is an obvious lack of appropriate training of teachers in identifying psychological and social problems and therefore offering individual or group attention (Sengendo and Nambi. Thirdly. unlike adults children often do not feel the full impact of the loss simply because they may not immediately understand the finality of death. unlike children. Adults may also experience negative emotions in times of bereavement. In many cases children are punished for showing their negative emotions. social competencies. and a sense of attachment. adults have the intellectual ability. children are grieved by the loss of their parents. 2001). Many orphaned children continue to experience emotional problems and little is being done in this area of emotional support. Children often find it difficult to express their fear. 27 . 1970) with caregivers. This change may involve moving from a middle or upper-class.Death of parents introduces a major change in the life of a vulnerable child. but also the psychological well-being of orphan’s child. The study found no clear link between psychological disturbance and economic stress. Those children who choose not to move or who may not have any other relative to go to may be forced to live on their own. and 75 control families. 1997).4. All these changes can easily affect not only the physical. constituting child-headed families. They can be very stressful as they pose new demands and constraints to children’s life (Sengendo and Nambi. 66 households with HIV-positive parents. It may involve separation from siblings. and both groups were significantly more likely to be unhappy. 28 . fearful. this group may have included HIV-affected families. solitary and fearful of new situations than children in non-affected families (no p-values reported). Empirical Quantitative studies on orphans and vulnerable children in different countries of the world Here most relevant empirical studies on the psychological wellbeing of orphan children are reviewed and summarised in the following way: Poulter (1996) in Zambia. It also found no evidence of conduct disorders or antisocial behaviour (Cluver and Gardner. It may mean the end of a child’s opportunity for education because of lack of school fees. urban and rural home. Tizard and Whitmore. as controls were randomly selected from the community. 2. 2007). interviewed carers in 22 households with orphans. which is often done arbitrarily when orphaned children are divided among relatives without due considerations of their needs. Caregivers reported that orphans were significantly more likely to be unhappy or worried than children with HIV-positive parents. The researchers used the Rutter Scales (Rutter. However. worried. Sengendo and Nambi (1997) interviewed 169 orphans under the education sponsorship of World Vision in Uganda, and a comparison group of 24 non-orphans (using systematic random sampling from all eligible sponsored youth). They used a nonstandardised 25-item depression scale and interviews with orphans, teachers and some guardians. They found that orphans had significantly higher depression scores (p < .05) and lower optimism about the future than non-orphans (p < .05) (Cluver and Gardner, 2007). Makame, Ani and McGregor (2002) in urban Tanzania, interviewed 41 orphans and 41 non-orphaned controls, using a non-standardised internalising problems scale based on the Rand Mental Health Inventory (Veit-Wilson, 1998) and items from the Beck Depression Inventory (Beck et al., 1961). They found that orphans had increased internalising problems compared with non-orphans (p < .0001) and 34% reported that they had contemplated suicide in the past year, compared to 12% of non-orphans (p < .016) (Cluver and Gardner, 2007). Manuel (2002) in rural Mozambique used a non-standardised internalising problems questionnaire adapted from the instrument used by Makame et al. (2002). They interviewed 76 orphans, 74 non-orphaned controls from the area, and their careers. Orphans had higher depression scores (p < .001) were more likely to be bullied (p < .001), and were less likely to have a trusted adult or friends (p < .001). Caregivers of orphans reported more depression (p < .001) and less social support than for the controls (Cluver and Gardner, 2007). Atwine et al. (2005) in rural Uganda interviewed 123 orphaned children and 110 matched non-orphaned controls aged 11–15. Using the Beck Youth Inventory (BYI) (Beck et al., 1961), it was found that orphans were more likely to be anxious (OR = 6.4) depressed (OR = 6.6) and to display anger (OR = 5.1) and showed significantly higher scores for feelings of hopelessness and suicidal ideation. A range of questions was asked concerning 29 current and past living conditions, and a multivariate analysis of factors with possible relevance for BYI outcomes found that orphan status was the only significant predictor of outcomes (Cluver and Gardner, 2007). In Rwanda and Zambia, Chatterji et al. (2005) compared orphans, children with chronically ill caregivers, and non-affected children. Children aged 6–12 (n = 1160) completed a seven-item unstandardized ‘worry or stress’ scale developed from existing instruments. On this scale, Zambian orphans scored higher than children with ill caregivers, who scored higher than other children (p < .04). In Rwanda, there were no differences between orphans and children with ill caregivers, but both groups scored higher than other children (p < .03). In Rwanda, worry or stress was correlated with socioeconomic status (p < .03) and community cohesion (p < .001) (Cluver and Gardner, 2007). In Ethiopia, Bhargava (2005) analysed data from a survey of 479 children who had been maternally orphaned by AIDS, with a control group of 574 children orphaned for other reasons. Children completed 60 items from the 657-item Minnesota Multiphasic Personality Inventory 2 (MMPI) (Hathaway and McKinley, 1989) with subscales of social adjustment (α = .80) and emotional adjustment (α = .86). Children orphaned by AIDS showed more emotional and social adjustment problems, and girls reported higher levels of difficulties than boys. Significant predictors of higher scores in both groups included presence of the father, school attendance, household income, clothing conditions, distribution of food and emotional support within the fostering family (Cluver and Gardner, 2007). Cluver and Gardner (2006) interviewed 30 children orphaned by AIDS, and 30 matched non-orphaned controls, in Cape Town, South Africa. Standardised questionnaires were used: the Strengths and Difficulties Questionnaire (Goodman, 1997) and the Impacts of Events Scale (Dyregrov and Yule, 1995). Both groups scored highly for peer problems, emotional problems and total scores. However, orphans were more likely to view 30 themselves as having no good friends (p = .002), to have marked concentration difficulties (p = .03), and to report frequent somatic symptoms (p = .05), but were less likely to display anger through loss of temper (p = .03). Orphans were more likely to have constant nightmares (p = .01), and 73% scored above the cut-off for posttraumatic stress disorder (PTSD). However, the PTSD scale was not administered to the non-orphaned control group (Cluver and Gardner, 2007). A national survey in Zimbabwe (Nyamukapa et al., 2006) applied factor analysis to compare orphans and non-orphaned children aged 12-17 (n = 5321). Psychosocial disorders were measured using a 16-item unstandardized scale, with items from the Child Behaviour Checklist, Rand Mental Health and Beck Depression Inventories. Findings showed more psychosocial disorders amongst orphans (p < .05) which remained when controlling for poverty, gender, age of household head, school enrolment and adult support. Depression showed group differences, but anxiety did not (Cluver and Gardner, 2007). Also in Zimbabwe, Gilborn et al. (2006) interviewed 1258 orphans and vulnerable children, comparing groups by exposure to various psychosocial support programmes. An unstandardized instrument was developed from formative qualitative research, and included six items suggestive of depression and two items suggestive of poor psychosocial wellbeing. Orphans reported higher stress (p < .05) and more psychosocial distress (p < .05) (Cluver and Gardner, 2007). Wild et al. (2006) have recently completed a study with adolescents (10–19 years old) in the Eastern Cape of South Africa. They compared 81 AIDS-orphaned children, 78 orphaned as a result of deaths not related to AIDS, and 43 non-orphans. AIDS-orphaned children were recruited through NGOs. The researchers used the Revised Children’s Manifest Anxiety Scale (R-CMAS) (Reynolds and Richmond, 1978) the 10-item Child Depression Inventory (CDI) (Kovacs, 1992) items from the Child Behaviour Checklist 31 Jackson. Cluver. greater autonomy from caregiver and greater neighbourhood regulation were significantly associated with lower anxiety (p < . and psychological autonomy. 2007) and suggested by a range of NGOs and South African government departments.001) (Cluver and Gardner. In Cape Town.(CBCL-YSR) (Achenbach. gender.001) than both non-orphaned children and children orphaned as a result of deaths from other causes. peer and neighbourhood connection and regulation. Differences remained when controlling for socio-demographic factors such as age. The study also looked at potential moderating factors of adult. with 85 children orphaned as a result of deaths from unknown causes). conduct problems and delinquency (p < . No differences were found in 32 . The Revised Children’s Manifest Anxiety Scale (Reynolds and Richmond. matched controls of 278 non-orphaned children and 243 orphaned as a result of deaths from other causes. Newman and Lipschitz. Greater connection with caregiver and greater peer regulation were associated with lower depression (p < . 1991) and the Children’s PTSD Checklist (Amaya. peer problems. South Africa. 2007). post-traumatic stress. Findings showed that adolescents orphaned as a result of deaths unrelated to AIDS reported more depression (p < .. Of the potential protective factors for all orphans.001). with AIDS orphan scores falling between the two groups and not differing significantly from either. 1978) the Child Behaviour Checklist (Achenbach. 1992). 1991) and items from the Self-esteem Questionnaire (DuBois et al. There were no group differences in terms of externalising problems. 1996). 2000). AIDS-orphaned children reported higher levels of depression.05) and anxiety (p < . Gardner and Operario (2007) interviewed 1061 children (455 orphaned by AIDS. ‘Other’ orphans showed lower self-esteem than both non-orphans and AIDS orphans. migration and household composition. Standardised psychological questionnaires included the Child Depression Inventory (Kovacs.05) than non-orphans. poverty. The study also explored a range of potential risk and protective factors identified through qualitative data (Cluver and Gardner. eating and somatisation problems. Postintervention results found significant differences of fewer problem behaviours and fewer sexual partners amongst the intervention group. 1961). There was no control group. The 33 . 2001. 2007). Stein and Lin. Guinea.001) (Cluver and Gardner. stigma and caregiver illness and of protective factors such as receipt of social security and school attendance (all p < . Participants were recruited from a mental health and primary healthcare programme for HIV-positive women. Pivnick and Villegas (2000) interviewed 25 children aged 10–18. 2007). as well as sleeping. Multivariate and meditational analyses found strong meditational effects of risk factors poverty. The study compared adolescents orphaned by AIDS (73) with adolescents whose parents were alive and HIV-positive (138)..Borus et al.terms of anxiety. In New York. all of whom were orphaned or had a parent who was HIV-positive. an intervention-based study (Rotheram-Borus. Further factors increasing adolescent distress at two years after parental death included baseline severity of parental physical health symptoms and parental emotional distress. No evidence was found of conduct problems or risk behaviours (Cluver and Gardner. Children also reported difficulty concentrating at school. 2004) used longitudinal assessments with standardised instruments..orphan children in Conakry. Findings included heightened anxiety and depression. 2007). In New York. 1983) and more problem behaviours (smoking. the researchers found that bereaved children reported more emotional distress on the Brief Symptom Inventory (Derogatis and Melisaratos. crime and aggressive behaviour) than children whose parents were still alive (p < .05). A cross sectional survey was conducted to assess the psychological well-being and socio-economic hardship of orphan and non. but no effect on emotional distress (Cluver and Gardner. alcohol. Rotheram. At two years after parental death. The researchers used ethnographic and clinical interviews and the Beck Depression Inventory (Beck et al. HIV ⁄ AIDS have one of the severest clinical and public health problems ever faced by human being. The study recommends for sustainable and holistic approaches to ensure the psychological and socio-economic stability of orphans and other vulnerable children (Delva et al. development. anxiety. Summary of review literature In these day orphan are the basic concerned issue of world population especially high HIV and AIDS affected country. Orphans are at increased risk of losing opportunities for school. 2009) 2. 34 . The result shows that the psychological well-being score was significantly lower among orphan children than non.orphan children. rising numbers of children are orphaned by AIDS. children experience profound loss. (2003).. healthcare. low self-esteem. Gardner and Operario (2007). (2005) . The epidemic has caused a substantial increase with mortality among adults during reproductive ages and as a consequence. (2007). Bhargava (2005). Gilborn et al.5. (2009). (2006).Watts et al (2007) . (2006). Delva et. There are done a lot of empirical researches in concerning orphan for example.study included 133 orphan and 140 non-orphan children. grief. (2006). with the death of a parent. Wild et al. growth. Andrews et al. Multi way analysis of variance and multiple logistic regression models were used to measure the association. Lindblade et al. nutrition. Nyamukapa et al. and shelter. chronic depression. learning disabilities.al. and hopelessness with long-term consequences such as psychosomatic disorders. and disturbed social behavior. This is frequently compounded by “selfstigma”—children blaming themselves for their parents’ illness and death and for the family’s misfortune. (2006). Parikh et al. Sarker et al. Moreover. James Sengendo and Janet Nambi (1997) Cluver. fear. Two broad psychological traditions have historically been employed to explore well-being these are Eudaimanic and Hedonic. 35 . Purpose in life. Positive Relations with Others. the general quality of well-being refers to optimal psychological functioning and experience. Recent years have witnessed an exhilarating shift in the research literature from an emphasis on disorder and dysfunction to a focus on well-being and positive mental health. 1981. Personal Growth. Psychological wellbeing measured in different form of scale. according to Ryff’’s constructed a measure of well-being around six subscales: Autonomy. and Self-Acceptance. Environmental Mastery.Psychologists and health professionals (Campbell. While the distinct dimensions of well-being have been debated. Deci and Ryan. 2008) have studied well-being extensively. sex and grade level and comparative since it compares the status of psychological well-being of orphan and non-orphan children. 3. It is descriptive since it attempts to assess the level of psychological wellbeing among orphan and non-orphan children. The aim of the quantitative approach is to assess the psychological wellbeing of orphan and non-orphan children. compare psychological wellbeing between orphans and non-orphans.1. and to examine the relationship between demographic variables and psychological wellbeing of orphan children. population and sample. On the other hand. both qualitative and quantitative approaches of data collection were used. structured questionnaires were employed.CHAPTER THREE METHOD This chapter deals with the description of the research design. since it correlates the dependent variable of psychological well-being of orphan children with some selected independent variables such as age. and statistical methods. 36 . In order to achieve the stated objectives. For the quantitative approach. research instruments. the purpose of the qualitative approach is to explore the condition or situation that could promote the psychological wellbeing of orphan children as perceived by the school charity club representatives. Research design The study is descriptive in its nature which involves comparative survey and correlational. It is also correlational. the procedure of data collection. a section was taken as sample using lottery method. Study Area and Target Population The study was conducted in Addis Ababa. 36% or 120 orphans were selected using systematic random sampling technique by taking every 2nd child from the total sampling frame. First. from every grade level. and 8th graders in the three sample schools. 7th. The record consists of 325 orphans identified by the researcher in collaboration with representatives of the clubs. Out of the 325.2. who are out of the charity clubs. Non-orphan children were selected using systematic random sampling technique.3. A list of orphaned children (sampling frame) was obtained from three schools charity clubs. For the quantitative survey. 6th. the target population consists of orphan and non-orphan children living in Yeka sub-city whose ages range between 12 and 18 years old. Three representatives of the charity clubs in the selected schools were the participants for the qualitative study. This present of the orphans was taken in order to make the sample sizes comparable with the non-orphan sample size. 3. three were selected using lottery method.3. In this process 5th. Sampling There are 26 primary and junior secondary schools in yeka sub-city which would enable the selection of both orphan and non-orphan children. and who live with both parents were considered. 37 . capital city of Ethiopia. Totally from the three sample schools. According to him. Their record represents those orphans and vulnerable children who reported to the club. From these schools. This sub-city was selected based on the fact that there is large number of orphan children in the sub-city. The required sample size for this study was 20% of the population which is recommended by Huck (2004). incorporating a minimum sample size of 20 % from a population is representative to conduct a survey. Out of the total orphan and non-orphan children. In addition. The age span of the respondents of charity club representatives was 28 to 36 years old. Concerning their grade level.5%) were males and 66(27. 20 % of the students were selected. 120(50%) were orphans and 120(50%) were nonorphans. 140(47.5%) were females and the total number of non-orphan 60(25%) were males and 60(25%) were females.50%) were females. every fifth child was selected from non-orphan sampling frame and included in the sample of the main study. 62(51.12 sections were selected. Therefore. a total of 240 orphan and non-orphan children were taken as a sample. The respondents were chosen on the assumption that they were better aware of the children’s needs than other employees of the schools and were able to make the children’s views explicit because they are working with matters concerning OVC in the schools. From this sampling frame. One of them was female and 2 were males. 38 .33%) orphan and 109(90.16%) non-orphans were grade 5 and 6 and 58(48. Thus. Out of the 240. interviews were conducted with the representatives of the Charity club in the three selected schools.84%) non-orphans were grade 7 and 8.50%) were males and 126(52. The total number of orphan respondent 54(22. The educational statuses of male respondents are BA degree holders whereas the female respondent has diploma.66%) orphans and 11(9. Using this technique. a total of 120 samples of non-orphan children were selected using systematic sampling technique. in order to explore the conditions that could contribute to the psychological well-being of the orphaned children. The sampling frame consists of 621 non-orphan children. 5. and Self-acceptance. Ryff Psychological Wellbeing Scale 39 .5.3. Dependent variable Psychological well-being is the dependent variable in this research and has six dimensions: Autonomy. Positive Relations with Others.5. missed parents of orphan and the current living place of orphan and non-orphans. Those orphans whose age is below 12 years old were excluded from this study. Data collecting instrument 3. age. parental status.4. 3.6. 3. grade level.2. Inclusion and exclusion criteria The study included children whose age falls between 12 and 18 years old and orphaned by any cause. Personal Growth. Purpose in Life.1 Demographic Questionnaire The respondents were asked to provide information regarding their gender. 3.1. Environmental Mastery.6. Research variable 3.6. Independent variable ● Age ● Gender ● Educational level 3. Psychological wellbeing scale In order to assess the psychological wellbeing of the respondents the researcher employed the Ryff Psychological Wellbeing scale medium form which consists of 54 questions.2. Respondents rate statements on a scale of 1 to 6. 1959.63 for autonomy. The parent scale is 20-items version.81 to 0. As in Sheldon and Lyubomirsky’s (2006) study. 0. Jahoda. 1968.Liberal arts. 1933. There are four versions of the Ryff’s psychological well-being scale. 54. The number of responses made by the subject on each question depends whether the question is positive or negative.The theoretical-conceptual dimensions of wellbeing.85 and the internal consistency ranged from . Currently. 1961. Maslow.edu).74 for purpose in life. a total PWB score was calculated by adding all 6 construct. Was used the medium version which has a total of 54 items. there are various reduced versions of this instrument (84. If it is a positive question responses are rated from 1 to 6.87 to . The test retest reliability of the sub scales ranges from 0. 1968. and 18 items). with 1 indicating strong disagreement and 6 indicating strong agreement. translated into at least 18 different languages (Ryff and Singer. which higher scores on each scale indicating greater wellbeing on each dimension. Each sub-scale consists of 9 items. Neugarten. 0.66 for personal growth and 0. this author developed an instrument for self-assessment that enables operationalization of the PWB model (Ryff. Positive Relations with Others. Erikson. Individual indicated their response on 6 point liker-type scale. 0. 1935. 1958.73 for self-acceptance. 1989) and which originally consisted of 120 theoretically defined (theorydriven) items (20 per scale).78 for positive relations with others. the medium form is composed of nine items and the short form is composed of three items. Cornbach’s alpha was 0. The scale consists of a series of statements reflecting the six areas of psychological well-being: Autonomy. Jung. 0. 1968. 1961. If it is a negative question scoring done is 40 . where a score of 6 indicates strong agreement.90 (www. Birren. Environmental Mastery.wabash. Rogers. purpose in Life and Self-acceptance. 1961). based on various conceptions of human achievement (Allport. Buhler.53 for environmental mastery. 42. Personal Growth. 1996). It is important to point out that the questions referred to the group of children with whom the respondent worked. 2010). The aim was to allow the respondents (charity club representatives in the selected schools) to inform the study from their point of view. social support. 3. The third and final topic. and understood.3. A semistructured interview guide consisting of themes and questions was written in English and then translated into Amharic.6. was to gather information about the children's psychological needs and how these are perceived.in reverse order which is from 6 to 1. For each category. Conversely a low score shows that the respondent struggles to feel comfortable with that particular concept (Srimathi and Kumar. 41 . was created in order to round off the interview with questions regarding what could and should be done in the matters discussed. The aim of the second topic. thus eliciting general information about them and not single-case information. To close the interviews.. the future. respondents were asked if they wanted to add something or had any questions. using their words (Lofland et al. Psychological aspects. These questions set the respondents within their present context and made possible a general appraisal of their knowledge and experience in the field. 2006). where 6 indicated strong disagreement. The first questions placed focus on the respondents and their backgrounds that is education and work experience. was to find out what the respondents knew about the social aspects of the children’s lives. handled. a high score indicates that a respondent has a mastery of that area in his/her life. The purpose of the first topic. Semi-structured Interview Guide A qualitative semi-structured interview was designed to explore the conditions and situation that could promote the orphaned children’s psychological well-being. Three items from the personal growth sub-scale. No time limit was made for the completion of the questionnaire. the respondents were first contacted and asked to provide their consent in case they are willing to participate. 0.6 Personal growth.75 Positive relation with other. Item-total correlation was computed for each sub-scale of the Psychological Wellbeing Scale.7.67 Purpose in life and total PWB scales were 0. reliability and feasibility of the instrument. The computed Cronbach’s alpha coefficients were 0. Data collection procedure After obtaining informed consent from the school principals and from students. 0. using the semi-structured interview guide. the structured questionnaires which include demographic and psychological wellbeing variables were administered to the sample orphan and non-orphan children. 0. Pilot testing The aim of pilot test is to solve ambiguity (clarity. eight items were identified as unacceptable. to check validity. interviews were conducted in 42 . In the qualitative study. Internal consistency reliability of the Amharic versions of the instrument was determined for the total and for the subscales using Cronbach’s alpha.3. and two from the self-acceptance sub-scale were not included in the final study instrument. Then.69 Self-acceptance. In the present study.30 as an acceptable corrected item–total correlation (Nunnally and Bernstein. language and structure problems).8 Autonomy. Based on the criterion of 0.89 3.8. 0. After their consent had been secured. 1994). 0. the respondents were asked to indicate the most appropriate time for them to conduct the interview. three questions from the purpose in life sub-scale. the Amharic version of the instrument was administered to 30 children from which 13 were orphan and 17 were non-orphans children in Wonderad primary and junior schools.67 Environmental mastery. Each interview was terminated when data started to repeat itself. dignity and freedom of each individual participating and to assure confidentiality in the study. T. Each interview began with an explanation of the purpose of the interview. 3. The duration of the interviews oscillated between 45 and 70 minutes.Amharic with each of the respondent. All interviews were held at the respondents’ place of work. Measures were taken to ensure the respect. Person correlation coefficient was computed to provide information whether the independent variables and dependent variables correlate each other and to measure the degree of relationship between variables. All interviews were audio taped for transcription. the researcher made sure that the recorded interviews are audible. follow-up questions were used to clarify vague responses.test was computed to determine whether there is a significant mean difference between orphan and non-orphan in their psychological wellbeing. Participants were fully informed as to the purpose of the study and consented verbally. age and grade level. Participants were informed that the information they provide would be kept confidential and would not be disclosed to anyone else including anyone in the schools. 9. they were thanked for their participation. No payment was offered nor requested. 3. After this.10. Data analysis Descriptive statistical measures mean and standard deviation were used to see general pattern of psychological wellbeing of the respondents according to sex. As is standard in qualitative interviews. Ethical Considerations Participation of respondents was strictly on voluntary basis. At the end of each interview. 43 . reading re-reading and noting down initial ideas.Data collected through semi-structured interviews were analysed using inductive thematic analysis. 44 . The procedure outlined in Braun and Clarke (2006) was applied in this analysis and consisted of the following stapes: Transcribing and familiarisation with the data. and producing the report. searching for themes. 4. the third one is about difference in psychological wellbeing between orphan and non-orphan children.1. 45 . the fourth part presents the relationships between demographic variables and psychological well-being. The first part focused on the background information of the respondents. grade level and the person(s) with whom nonorphan children are currently living with. gender. and the fifth part presents the sources of psychological wellbeing in orphan children.CHAPTER FOUR RESULTS Here the result of the study is presented in line with the research questions and presented in different parts. types of orphan-hood and the person(s) with whom the orphan children are currently living with and also age. The socio-demographic characteristics analyzed include the age. Background Information of Study Subjects In this section. the second part presents the psychological wellbeing of orphan and non-orphan children. the socio-demographic characteristics of the participants were presented. Table 1 and Table 2 below summarize this sociodemographic information about the study subjects. gender and grade level. 5 Female 66 27.9 Total 120 50 120 50 240 100 5 and 6 62 51.5%) orphan and non-orphan were in the age range of 12-14 years old and 54(45%) orphan and 51(42.33 109 90.5 60 25 126 52.5 Total 120 50 120 50 240 100 12-14 66 55 69 57.6 Total 120 99.Table 1: Demographic characteristics of study subject (N=240) Variables Sex Age Grade Orphan Non-orphan N % N % Total % Male 54 22.99 120 100 240 100 As it is shown in Table 1 above.2 15-18 54 45 51 42.84 169 69. out of 240.4 7 and 8 58 48. 66(55%) and 69(57.16 73 30.66 11 9.5 135 56.5%) non-orphan were in the age range of 15-18 years old respectively.5 60 25 114 47.5 105 43. 46 . Concerning current living condition of orphan children the data uncovered that 61(50.83%) were with institutions.33 With mother 61 50.66%) were with relatives. 8(6.83 Double 25 20.Table 2: Respondent characteristics on parental status Variables Orphan Orphan Non-orphan N % Parental 70 58.83%) were maternal and 25(20.33 Maternal 25 20.66%) were with others.33%) were with father.83 With relatives 38 31. 47 .66%) were with non-relatives.83 Others 8 6. 70(58.83%) of them are living with their mother. 25(20.83 Total 120 100 Bothe parents ___ ___ With father 10 8.66 With non-relatives 2 1.33%) were paternal orphan.66 Institution 1 0.83%) were double orphans. and 1(0. 2(1.66 Total 120 100 N % 120 100 types Current situation of living As Table 2 shows that. 10(8. 38(31. 31 37.66 PL 22.4 AU autonomy.D Mean S.95 27.65 4.15 7.08 27.77 40. EM environmental mastery.71 3.31 39.D AU 34.32 28.01 5.68 27.10 29.96 5.05 PG 22.87 168.19 34.75 4.48 34.80 6.82 38.D Mean S.66 21.03 21.41 6. standard deviation scores and sum total were calculated to summarize the raw data for the total and sub-scales of Psychological wellbeing treated in the study.85 30. were obtained for sub scales of purpose in life and personal growth. PR positive relation with others.35 6.4.05 6. Descriptive Summary of Psychological Wellbeing among Orphan and Non-orphan Children The minimum.2.68 4. Table 3 shows that the lowest mean scores.55 4.65 27.21 207.75 PR 34.83 7. mean. PL purpose in life.48 6.48 7.38 26.73 201. maximum.37 6.32 35.69 PWB 173.48 40. Table 3: Summary statistics of the total and sub-scales of psychological well-being for Orphan and non-orphan children (N=240) Orphan Non-orphan Variable Female Male Female Male Mean S. PG personal growth and PWB psychological wellbeing scale.68 32.31 6.16 4.64 EM 30.26 6.83 6.75 SA 27.96 22. SA selfacceptance. On the other hand the sub 48 . The results are presented in table 3 and 4 below.58 33.80 22. for both male and female.D Mean S.16 4.85 7.51 6.83 4. 86. Environmental mastery.86.scales with the highest mean include autonomy and positive relation with others for males and autonomy. and the total Psychological well-being respectively. 25. 25. the mean scores of male is 168.66 were as for females it is 173.. This means the mean of orphan females on the total psychology wellbeing scale is slightly higher than that of orphan male.80.orphan females on the total psychology wellbeing scale is slightly higher than that of non-orphan meals 4. 4 the resulting model based on a median split does not reflect the underlying nature of the variable.87 for Autonomy.3 to 27. 34.68. you lose a lot of information.03. In the total psychological wellbeing scale. 36. regression). In the total psychological wellbeing scale the mean scores of male is 201.g.3 Status of psychological well-being of orphan and non-orphan children To find out the status of the psychological well-being of orphan and non-orphan children. Positive relations with others. This means the mean of non. percentage values and alternatively frequency counts were computed. personal growth. Purpose in life.8 to 27. The mean scores of non-orphan range from 39.29. 5 in most cases a binary split will have less statistical 49 . The reasons for selecting mean split over median split are: 1 you can always find an equivalent analysis that respects the continuous nature of the variable (e. 36.42. To determine the levels of psychological wellbeing as high and low.8 for males and 40. mean split was used. environmental mastery and positive relation with others for females. The sub scale purpose in life and personal growth for both males and females were shows the lowest mean score compared to other sub scales. 2 when creating median splits.6 were as the female’s respondents. the mean scores were 36. Mean scores were determined for each dimension and for the total psychological wellbeing. and 187.85 were as for females it is 207. Accordingly. Self-acceptance.03. 3 the cut-off tends to be relatively arbitrary and it varies between samples. 5 PG 17 31.33 37 68.87 45 37.66 EM 21 38.18 24 36.60 71 59.33 As Table 4 shown that. respecting the continuous nature of the variable is a necessary complexity(http://www.87 44 36.36 43 35. With regard to environmental mastery.12 76 63.11 42 63.96 41 62.84 40 33.88 24 36.66%) scored low out of these 37(68.12 75 62.15%) were females.83 35 64. 43(35.15 80 66.03 25 37.18%) were 50 .15 80 66.81 42 63.51 43 65.html).5 33 61. The result is shown in Table 5 below.81 41 62.36 45 37.5 34 62.5%) of the orphan respondents had high scores out of which 21(38.5 PR 19 35.63 77 64.36%) were females and 75(62.63 75 62.66 PWB 19 35.5%) had low scores out of which 33(67. Table 4: Summary result of the status of psychological well-being of orphan children Orphan Variabl High Low e Male Female Total Male Female Total N % N % N % N % N % N % AU 17 31.11%) were males and 42(63.33 37 68.48%) males.48 23 34.51 43 65.51%) were males and 43(65.edu/~dhowell/ gradstat/psych341/lectures/Factorial2Folder/Median-split.33%) orphan children had high scores on autonomy out of which 17(31.16 PL 20 37.16 31 57.48 23 34.88%) were males and 24(36.83%) scored high out of which 19(53.84 40 33.16 SA 23 42.40 40 60. 23(34.63%) were females. 40(33.59 26 39.84%) females and 80(66.66 35 64.18 25 37. Concerning the positive relation sub scales of psychological well-being.39 59 49. 6 if the purpose is to communicate to a scientific audience. Those who scored above the mean were considered as having high levels and those who scored below the mean were considered as having low levels of psychological wellbeing. 45(37.power.uvm. 39%) were females and 71(59. With regard to personal growth 40(33.66%) of them had high psychological wellbeing.66 41 68.5 24 40 21 35 45 37.66 22 36.66 81 67.83 25 41. Table 5:.males and 24(36.63%) were females and 47(39.66%) scored low out of which 37(68.5%) scored low scores 34(62. On self-acceptance 59(49.16%) had high scores out of which 23(42.66 PWB 38 63.03%) were males and 25(37.36%) were females and 77(64.66 47 39.60%) were females.83 As shown in Table 5 above 73(60.66 45 37. On the dimension of purpose in life 45(37.16%) had low level of scores out of which 35(64.16 22 36.96%) being males and 41(62.48%) were males and 23(34.33 39 65 77 64.33 38 63. This analysis is done by mean spilt using the mean score of the total wellbeing which is 187.33%) of the orphans had low psychological wellbeing whereas only 44(36.83%) subjects scored high on autonomy among these 35(58. 76 (63.40%) were males and 40(60.33%) were males and 38(63. With regard to the total psychological wellbeing.33 24 40 20 33.16 EM 36 60 39 65 75 62.66 21 35 43 35.59%) males and 26(39.33 39 32.12%) females.51%) were males and 43(65.16%) had low score 51 .Summary result of the status of psychological well-being of non-orphan High Low Male Female Total Male Female Total N % N % N % N % N % N % AU 35 58.66 17 28.66 38 63.5 PL 40 66.16%) scored low level out of which 31(57.33 78 65 20 33.5%) had high sores out of which 20(37.5 22 36.81%) were males and 42(63.33 44 36.5 SA 38 63.66 76 63.33 43 71.33 73 60.66 42 35 PG 36 60 40 66.5 26 43.5 PR 34 56.33 19 31.33 75 62.84%) were females and 80(66.15%) were females.87%) were females and 75(62.63%) were females.33 22 36.33%) had high scores out of which 17(31.87. 5%) had low score out of which 22(36. 77(64. 75(62. 75(62.66%) were female 39(32.33%) were male and 19(31. The results obtained were presented as follows in Table 6.33%) were females.66%) were females.5%) of the subjects had highly scores out of which 34(56.33%) had high scores out of which 36(60%) were males and 40(66.33%) were females and 42(35%) had score low out of which 20(33.5%) had low score out of which 26(43.66%) were females. On purpose in life.16%) of the non-orphans had high psychological wellbeing whereas only 43(35. With regard to personal growth 76(63.83%) of them had low psychological wellbeing. Regarding the total psychological wellbeing.66%) were male and 41(68.5%) had low score out of which 24(40%) were male and 21(35%) were female.33%) were females and 45(37. Difference in psychological well-being between orphan and non-orphan children One of the purposes of this study was to investigate whether or not there is significant difference in psychological well-being between orphan and non-orphan children.33%) were male and 43(71.33%) were males and 22(36. On environmental mastery. On positive relation with others.out of which 25(41.66%) were females and 44(36.5%) of the responds highly score out of which 38(63. On self-acceptance 81(67. 4.66%) were females. 78(65%) subjects high scored out of which 40(66.66%) were males and 38(63.33) were female. 52 .66%) scored low out of which 24(40%) were males and 20(33.5%) of the subjects had highly scores out of which 36(60%) were males and 39(65%) were females and 45(37.4.66%) were males and 22(36.66%) were male and 17(28. the p value for Levene’s test is 0. p=0. SD= 22.70. Also. This means that the variability between the groups is significant.65 3.002 t-test for Equality of Means t df Sig (2. As can be seen from the table.Table 6: Independent sample t-test for difference in psychological wellbeing between orphan and non-orphan children Levene’s Test for Equality of Variance F Sig. effects 53 . All respondents of charity club representative believed that like physiological need psychological care should be an equal importance in the care of orphan children.41* 220.52 0. In addition to quantitative data.002 which is less than 0. using the ‘equal variance not assumed’ test.04.001).47) had higher mean than orphans (M= 182. the t-test revealed that there is significant mean difference in psychological wellbeing between orphan and non-orphan children.05 (alpha level selected in the analysis).001 11. On the other hand.82 0.Mean tailed) difference 3.41 238 0. PWB=Psychological wellbeing Table 6 above shows the Levene’s test for equality of variance and the actual t-test for significant mean difference between orphan and non-orphan children. t (238)= 3. SD= 29.65 *p<0.05. Non-orphan children (M= 193. Hence. any effects of interventions made would be observed immediately. psychological needs were seen as more difficult to understand and appease. in-depth interviews were conducted with the three employees who have daily contact with the orphan children in the selected schools with the objective to explore the psychological and social aspects that could potentially contribute to the psychological well-being of orphaned children.001 11. PWB Equal variance assumed Equal variance not assumed 9.41.97). Also. like running fast (…) that makes them proud so they feel better about whom they are”.relative would lose this yearning: “Wanting to love can of course be lost by (…) actually not having someone left to love”. and then close. have a value.could take years to show something respondents claimed was the real reason behind why most Ethiopians did not give these needs due attention. However. if not this dies and so does the soul”. write their names. The following are the major components of the psychological aspect of children’s well-being emerged as the data from the respondents are analysed: Increasing individuality and autonomy: The respondents believe that orphans have to be given the right to express themselves as individuals through simple means. make small objects – anything that expresses who they are and that they actually matter. Enhancing self-esteem through play: In interviews. if they are good at something. and are not forgotten. Respondents viewed the desire to relate to others and to belong as innate: “Children must first be loved in order to learn how to love. “Expressing themselves 54 . letting them put up drawings. some respondents related self-esteem to play one of important psychological aspect for psychological wellbeing of orphans. Examples include allowing them to adorn their beds. had poor relationships to their peers. One respondent explained this as the children wanting “to be close and then far away. and then far away. A majority of respondents believed these difficulties were the result of having lost the primary caregiver. Others described that some children could not form strong bonds with adults. The desire to love was also discussed in relation to attachment difficulties. respondents feared that many children who had lost their families or spent many years in institutions or relative/ non. They believed play could develop the children’s sense of self in a positive direction: “It is simple really. and then want hugs and kisses and then you can’t touch them”. and that they avoided looking others in the eye. not to be uprooted. The result of the correlation analysis is presented in the Table 7 below.5. they noticed based on their experiences that the majority of Ethiopians do not believe so. and cared for.creatively enhances children’s sense of well-being. their psychological well-being and their visibility in society increases. They also need to respect themselves. and to have emotional support: “(…) hopefully they can stay in their old neighbour-hood or city. They become positive about themselves and their learning when adults value them for who they are and when they promote warm and supportive relationships with them. and their environment. empowered.” 4. A respondent said. (…) this is where they will get a lot of support”. They believed that children needed to be close to the familiar. respected. others. “Children need to feel valued.” Although the respondents believe that psychological care should be of equal importance in the care of orphan children as that of other needs. Psychological well-being by demographic factors To check whether there are significant relationships between demographic measures and measures of psychological well-being. 55 . Pearson correlation was computed. have the same friends and stay in the same school. Respondents believed that if children are respected and cared for. 044 -.056 Grade .01).01).107 .170. self-acceptance (-.381** -.431** -.003 -.01).059 .248.428.252.428** -.029 Sex . p<0. Grade level has significant positive relationship with autonomy (r=. p<0.481** -.01). p<0.004 -. p<0.248** . p<0.01) and with total psychological wellbeing (-.481.043 .01). purpose in life (-.032 .01). environmental mastery (r=-.01) and with the total psychological wellbeing (r=.199.344.170** .381.Table 7: Correlation between psychological well-being and demographic measures AU EM PR SA PL PG PWB Age -. p<0.065 . self-acceptance.066 . grade level and parental status were found to have significant correlation with the total psychological wellbeing and with some of its dimensions.199** Parental status -. p<0.113 .033 .344** -.tailed) As it can be seen from Table 7 above.063 -. p<0. positive relations with others (-. personal growth (-. positive relation with other. Autonomy. personal growth (r=.431.551.551** ** Correlation is significant at the 0. purpose in life. Gender has weak positive relation with autonomy.566. p<0.01). personal growth and total psychological wellbeing has a moderate negative relation with parental status. 56 . Parental status has significant negative relation with autonomy (r=-.01). p<0.566** -. p< 0. purpose in life (r=.094 .01). purpose in life.01 level (2.252** .043 . personal growth and total psychological wellbeing scale. environmental mastery.005 . and depression). Makame. Their finding revealed that orphan and vulnerable children showed lower psychological wellbeing than comparison groups. Zhao et al.05). They found that orphans had increased internalizing problems compared with non-orphans (p<. (2011) conducted a study on orphan children psychological wellbeing using a sample of 1625 children aged 6 to 18 years. Found that orphans had significantly higher depression scores (p < . (2009) conducted on the psychological wellbeing of orphan and non-orphan children in Guinea. A study was conducted by He and Ji (2007) in China with the purpose to compare orphans and non-orphans on their psychological wellbeing (self-esteem.CHAPTER FIVE DISCUSSION This section of the study aims at discussing the major findings of the current study in line with previous research findings reviewed in the literature. In the presenting study result shows that orphan children has low psychological wellbeing which compared to non-orphan child. They found 57 . The findings of the present study are consistent with the findings of other studies conducted on the psychological wellbeing of orphan and non-orphans’ children. it was reported that orphan children had significantly lower psychological wellbeing than non-orphans.0001) and 34% reported that they had contemplated suicide in the past year. subjective life quality. interviewed 41 orphan and 41 nonorphaned controls. compared to 12% of non-orphans (p<.016). Ani and McGregor (2002) in Tanzania. In this study. in China. For example.05) and lower optimism about the future than non-orphans (p < . Delva et al. Another study by Sengendo and Nambi (1997) interviewed 169 orphans and a comparison group of 24 non-orphans. The number of children participated in their study were 257 orphans and 140 non-orphans. Moreover. that orphans had less self-esteem and lower quality and were more depressed than nonorphan. Consistent with the findings of the present study is a study conducted by Zhao et al. Parenting practices. 2008). In Africa gender plays an important role in the socio-cultural set up of families and societies. (2011) on orphans’ psychological wellbeing using a sample of 1625 children aged 6 to 18 years in China which reported no significant differences with regard to gender and age of orphan children.. grade level was positively correlated with psychological wellbeing whereas parental status was negatively correlated with psychological wellbeing. Gender and age were not significantly related with any of the dimensions and the total psychological wellbeing. 58 . the prevalence of psychiatric disorders is significantly higher in boys. He and Ji (2007) reported gender differences in psychological wellbeing and life quality of orphan children. During childhood. roles and expectations differ according to the sex of the child. With regard to demographic variables. gender differences in psychological functioning and health are well documented (Dekker et al. socialization.. Burwell and Shirk. Mezulis and Abraham. 2008). selfesteem. It was found that boys were more vulnerable than girls in psychological wellbeing and life quality. women have twice the risk of depression compared to men (Strunk. and subjective life quality were employed. 2007). Lopez and DeRubeis. 2007. 2006. while in adulthood. A review of the related literature shows that among the general population. Their study involved 93 orphans and 93 non-orphans and standardized instruments of depression. This shows that psychological wellbeing has no relationship with gender and age which is consistent with the findings of the present study. On the contrary to the present findings. This makes investigation into gender difference among orphans on psychological wellbeing critical (Dahlback et al. This is also in line with Maslow’s (1943) contention that when all needs are unsatisfied. Attachment difficulties similar to the above described have been observed specially in orphanages around the world (Rutter and Taylor. 1998). These means can include anything that can help the children to expresses who they are and that they actually matter. all other needs may become simply non-existent or be pushed into the background. Moreover. the respondents feared that many children who had lost their families or spent many years in institutions or relatives would lose this yearning. and Johnson (2003) and Browne and Hamilton-Giachritsis (2004) which indicate that placing survival above all other needs is a common practice in poverty-stricken societies. have a value. Respondents also stated that children must first be loved in order to learn how to love. Rutstein. they noticed based on their experiences that the majority of Ethiopians do not believe so. giving children the right to express themselves as individuals through simple means. 2001). and of attachment as an affectional connection between child and adult has been echoed in the literature (Sperling and Berman. This view of the respondents is consistent with the findings of Bicego. 59 . 1999. according to the respondents. the organism is dominated by the physiological needs. The types of psychological care that were identified from the analysis of the interview data were: encouraging individuality and autonomy which involves.The result of the qualitative data revealed that psychological care is as equally important as the physiological need of orphan children. The respondents’ view on love as something innate (Maslow. and are not forgotten. Schore. the respondents believed that enhancing the self-esteem of the children could develop the children’s sense of self in a positive direction thereby improving their psychological wellbeing. Although the respondents believe that psychological care should be of equal importance in the care of orphan children as that of other needs. However. experts believe that if children are respected and cared for. 2006). their psychological wellbeing and their visibility in society increases. However. this visibility tends to dissipates once they become parentally bereaved. 2005).. 1999. 2006).. 2000). or abused. and when this happens. The important element identified for the enhancement of the psychological wellbeing of orphan children was the respect and care/support given to the children by adults.2002. Most often. Vorria et al.. neglected. 60 . in the advancement of psychosocial well-being. Schmitz and Crystal. Social support is also important in terms of education and psychological health as it has been shown to play a fundamental role in the prevention of future mental health problems (Davidson and Doka. and the decrease of psychosocial distress among orphans (Gilborn et al. these difficulties are related to children not having access to primary caregivers (Zeanah et al. the distance to open discrimination is not far (UNICEF. 2006). Respondents believed that if children are respected and cared for. Similar to the respondents’ views. their visibility in society increases. 16%) scored high in psychological wellbeing whereas 43(35. The mean of non-orphans was significantly higher than the mean of orphans. Among the demographic variables considered in the study. interviews were held with the three representatives of Charity clubs in selected schools based on an interview guide who aims at exploring the major element that could promote the psychological wellbeing of the orphan children.83%) of them had low psychological wellbeing. 77(64.5%) of the orphans had low psychological wellbeing whereas only 44(36.1 Summary The general objective of this study was to compare the psychological well-being of orphan and non-orphan children in Addis Ababa. Moreover. Demographic questionnaire and psychological wellbeing scale were administered and completed by the orphan and nonorphan children. With regard to non-orphans. This means that the researcher generated themes in accordance with the themes available in previous quantitative literature. Conclusion. Both quantitative and qualitative methods were employed to answer the stated research questions.66%) of them had high psychological wellbeing. and Pearson correlation were employed. 76 (62. t-test.CHAPTER SIX Summary. The following major findings were found from the analysis of the quantitative and the qualitative data: Using mean split technique on the psychological wellbeing scores of orphans. grade level and parental status were significantly correlated with psychological wellbeing of orphans. and Recommendations 6. To analyse the data from the quantitative survey percentages. The qualitative data obtained from the in-depth interview were analysed using inductive thematic analysis. The t-test comparison of group means on psychological wellbeing of orphans and non-orphans showed a significant difference. Grade level 61 . This is a specialized service which demands adequate training on the part of the counsellors.3 Recommendations Based on these major findings of the study.was positively correlated whereas parental status was negatively correlated with psychological wellbeing. the following are recommended: As the researcher observed during the research process. and to offer referral services for the cases the professionals in the schools are not able to handle. 6. there are no psychological services in those selected primary and junior schools in the sub-city. 6. The task here is to offer early warning of psychological conditions that may prevent a child from benefiting from school services. Orphans need special child guidance and counselling programs. In general.2 Conclusion Based on the major findings of the study. 62 . It is therefore recommend that the schools may have to consider the possibility of recruiting a qualified school counsellors or child psychologist. The result of this study shows that the majority of orphan children have poor psychological wellbeing. Encouraging orphan children’s individuality and self-esteem and providing care and support were suggested by the interviewees as solutions to enhance the psychological wellbeing of these children. the following conclusions are drawn: While the majority of the orphan children scored low on psychological wellbeing. the majority of non-orphans scored high on psychological wellbeing. the psychological wellbeing of orphans is low. The psychologist so employed will have the skills to diagnose psycho-social problems and to offer psychotherapy to children in need. Not only does the child have to deal with the death of the parent(s). 63 . Community development workers and guardians need to understand signs of emotional problems and should provide love and care for the orphans. A great amount of time. periodic workshops and seminars should be organized for guardians and community development workers to train them in problem identification and counselling. Moreover. but also he/she may be discriminated by other children. Psychological care should be of equal importance in the care of orphan children as that of other needs such as providing food. Finally. love and care must be given to the orphans. 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Appendices 77 . ዘመድህ/ሽ ካልሆነ ሠው ጋር ሠ. ከእናትህ/ሽ ጋር ሐ. የሉም ƒ 5. ሌላ ካለ ለ. እናትሽ/ህ ሐ. አሉ ƒ ለ. አባትህ/ሽ ለ. በአሁኑ ሠአት ከማን ጋር ነው የምትኖረው/የምትኖሪው? ሀ. ሴት 3. መልስህ/ሽ የሉም ከሆነ የትኛው ወላጅህ/ሽ ነው በሂወት የሌለው፡፡ ሀ. ወንድ ƒ ለ. እድሜ: ______________________________ 2. ጾታ: ሀ. አባትህ/ሽ ጋር ሸ . ወላጆችህ/ሽ በህይወት አሉ ሀ. ስንተኛ ክፍል ነህ/ሽ: __________________________________ 4.Appendices A አዲስ አበባ ዩኒቨርሲቲ የስነ-ትምህርት እና የስነ-ባህሪ ኮሌጅ የሳይኮሎጂ ትምህርት ክፍል የዚህ መጠይቅ ዋና አላማ የወላጅ አልባ ህፃናትን ስነልቦና ደህንነት መጠንን መለካት እና ወላጅ ካላቸው ህፃናት ጋር ያላቸውን የስልነልቦና ደህንነት ለማወዳደር ይረዳ ዘንድ የተዘጋጀ መረጃ መሰብሰቢያ ነው፡፡ መጠይቁ ሁለት ዋና ዋና ክፍሎች አሉት፡፡ የመጀመሪያው ክፍል አጠቃላይ በጥናቱ ተሳታፊዋች የግል መረጃን የሚመለከቱ ጥያቂዎች ሲሆን ሁለተኛው ክፍል ደግሞ ስነልቦናዊ ደህንነትን በተመለከተ የቀረቡ ጥያቄዋች ናቸው፡፡ የሚሰጡት መረጃ የጥናቱን አቅጣጫ የሚመራና ጥናቱን ለማጠናቀቅ የሚረዳ ስለሆነ በጥናቱ ውስጥ ትልቅ ግብአት መሆኑን ተገንዝበው በጥንቃቄና በታማኝነት እንዲሞሉ በትህትና እጠይቃለሁ፡፡ በምትሰጡት መልስ ይዘት የማትገመገሙ መሆኑን የማረጋግጥላችሁ ሲሆን የእርስዎን መረጃ ሚስጥራዊነት ለመጠበቅ ያስችል ዘንድ ስምዎን እና አድራሻዎን መጥቀስ አያስፈልግዎትም፡፡ መረጃው ለጥናቱ አላማ ብቻ የሚውል መሆኑን በተጨማሪም የምትሰጡት መረጃ ሚስጥራዊ እና ማን እንደሞላው ሊታወቅ የሚችልባቸው ሁኔታዎች አለመኖራቸውን ለምሳሌ፡.መልሣችሁን በሣጥን ምልክቱ ውስጥ የ() ምልክት የሰቀምጡ በተጨማሪም ባዶ መሰመር በሚያገኙበት ቦታዎች ላይ መልሶትን ይፃፉ፡፡ 1. ከእናት እና አባትህ/ሽ ጋር 78 _________ . በድርጅት ውስጥ ረ. ሁለቱም 6. ከዘመድ ጋር መ.ስም፡ የሚማሩበት ት/ቤት ወይም ድርጅት አለመጠቀሱን ልገልፅ እወዳለው፡፡ ይህን መጠይቅ በመሙላት ለምትሰጡኝ መረጃና ለምታደርጉልኝ ትብብር በቅድሚያ ከልብ አመሠግናለሁ!! ክፍል አንድ ጠቅላላ መረጃ መመሪያ፡. ማለሁ ምንም እንኳን የኔ ሃሳብ ከሌሎች ሰዎች ጋር ተቃራኒ ቢሆንም ሃሳቤን ለመግለፅ ፍራቻ የለብኝም 3. ኑሮ ብዙ ጊዜ ፈታኝ ሆኖ አገኘዋለሁ 8. የኋላ ታሪኬን በማይበት ጊዜ ባሳለፍኩት ነገሮች ሁሉ ደስተኛ ነኝ 5. ከሰዎች ጋር ያለኝን ቅርብ ግንኙነትን ጠብቆ ማቆየት ለኔ ከባድና ፈታኝ ነው 6. አብዛኛውን ጊዜ ሌሎች ሰዎች የሚያደርጉት ድርጊት በኔ ውሳኔ ላይ ተጽእኖ አይፈጥርም 7. ስለራሴም ሆነ ስለአለም ያለኝን አመለካከት በአዳዲስ ልምዶች መፈተን 79 ማለሁ . በአጠቃላይ በራስ መተማመን እና ስለራሴ አዎንታዊ አመለካከት እንዳለኝ ይሰማኛል 9.ክፍል ሁለት የሚከተሉት አረፍተ ነገሮች ሲያውጠነጥኑ ለየትኛውም የሚከተሉትን ዐ/ነገሮች እናንተ ጥያቄ በምን ስለራሳችሁ ትክክል ያህል እና ወይም መጠን ስለ ትክክል ህይወታችሁ ያልሆነ መስማማታችሁን የሚሰማችሁ መልስ ወይም አለመኖሩን ስሜት ላይ ተገንዝባችሁ አለመስማማታችሁን ይህን ምልክት በማስቀመጥ ይግለፁ፡፡ ዓረፍተነገር 1. ብዙ ጊዜ የብቸኝነት ስሜት ይሰማኛል ምክንያቱም ሃሳቤን የማጋራቸው የቅርብ ጎደኞቼ ቁጥር ውስን በመሆናቸው 10. በዙሪያዬ ካሉ ሰዎችና ማህበረሰብ ጋር በጥሩ ሁኔታ የምግባባ አይመስለኝም 12. ብዙ ሰዎች እኔን ሰው ወዳጅና አዛኝ በጣም አልስማ በተወሰነ በተወሰ እስማ በጣም አልስማ ማም አልስማ ነ ማለሁ እስማ ማም እስማ ማም አድርገው ያዩኛል. በአጠቃላይ በህይወቴ ውስጥ ያሉ ሁኔታዎች/ነገሮች በእኔ ቁጥጥር ስር እንዳሉ ይሰማኛል 4. ሰዎች ስለኔ ምን ያስባሉ የሚለው ነገር ያስጨንቀኛል 11. 2. በሌሎች ሰዎች ተቀባይነት ከማግኘት ይልቅ በራሴ ደስተኛ ስለመሆኔ የተሻለ ቦታ እሰጠዋለሁ 17. እንደግለሰብ በጊዜ ሂደት ብዙ ለውጦች በራሴ ላይ የተከሰቱ ይመስለኛል 25. በህይወቴ ማከናወን ስላለብኝ ነገር በቂ ግንዛቤ አለኝ ብዬ አላስብም 20. በህይወቴ አንዳንድ ስህተቶችን ብፈጽምም ነገሮች ሁሉ በስተመጨረሻ መልካም እንደሆኑ ይሰማኛል 27. ብዙ ሰዎች ከኔ በተሻለ ብዙ ጓደኞች 80 . ቆም ብዬ ሳስበው ያለፈውን የህይወት ዘመኔን የባከነ መስሎ ይሰማኛል 19. የዕለት ተለት እንቅስቃሴዎቼ ፍሬ የለሽ እና እርባ ነቢስ መስለው ይሰሙኛል 14. አብዛኛውን ስብዕናዬን እወደዋለው 21. ብዙ ጊዜ በሃላፊነቴ ላይ የመሰላቸት ስሜት ይሰማኛል 24. ቀደም ሲል ማሳካት የምፈልጋቸውን ግቦች አስቀምጥ ነበር አሁን ግን ጊዜ ማባከን መስሎ ይሰማኛል 26. ጠንካራ አመለካከት ያላቸው ሰዎች በቀላሉ ተፅዕኖ ያሳድሩብኛል 23.ተገቢ ነው ብዬ አስባለሁ 13. መናገር በምፈልግበት ጊዜ ብዙ አድማጭ የለኝም 22. ከቤተሰቦቼ እና ከጎደኞቼ ጋር በግልና በጋራ ጉዳዮች ላይ ግልፅ ውይይት ማድረግ ያስደስተኛል 16. በእለት ህይወቴ ያሉብኝን ሃላፊነቶች በመወጣት ረገድ ጎበዝ ነኝ 18. በአብዛኛው የማውቃቸው ሰዎች ከኔ በተሻለ ኑሮ የተሳካላቸው ይመስለኛል 15. ሰዎች ጊዜዬን ለማካፈል ፈቃደኛ የሆንኩ ደግ ሰው አድርገው ይገልፁኛል 34. አከራካሪ በሆኑ ጉዳዮች ላይ የራሴን ሃሳብ መግለጽ ይከብደኛል 35. ጎደኞቼና ቤተሰቦቼ በኔ ሃሳብ ውሳኔ ካልተስማሙ ብዙ ጊዜ ሃሳቤን ቶሎ እቀይራለሁ 40. በህወቴ ውስጥ መሻሻልን ለማምጣት መሞከር ካቆምኩ ብዙ ቆይቻለሁ 81 . በህይወቴ ያገኘሁዋቸው ውጤቶች በብዙ መልኩ ለኔ ከበቂ በታች ናቸው 33. ማከናወን የሚገባኝን ድርጊቶች ለማከናወን ጊዜዬን በአግባቡ ከፋፍዬ መጠቀም በደንብ እችላለሁ 36. ለእራሴ ያወጣሁትን እቅድ ተግባራዊ በማድረግ በጣም የተዋጣልኝ ሰው ነኝ 38.እንዳላቸው ይሰማኛል 28. ቀደም ብዬ ድርጊቶችን መፈጸም የለመድኩበትን መንገድ የሚያስቀይረኝ አዲስ ሁኔታ ውስጥ መግባት አያስደስተኝም 31. ህይወቴን በሚያረካኝ መልኩ ማስተካከል ከባድ ይሆንብኛል 41. ሰዎች የሚስማሙበት ባይሆንም በራሴ አቋም/አስተሳሰብ ሙሉ እምነት አለኝ 29. ማቀድና እቅዴን እውን ለማድረግ መጣር ያስደስተኛል 32. ህይወት ለኔ ቀጣይነት ያለው የመማር፣ የመለወጥና የማደግ ሂደት ነው 37. የግል ጉዳዮቼን እና ገንዘቤን በማስተዳደር በኩል ጎበዝ ነኝ 30. ከሌሎች ጋር ብዙም አስደሳችና እምነት የሚጣልበት አይነት ግንኙነት ኖሮኝ አያውቅም 39. እኔ ጎደኞቼን ማመን እንዳለብኝ አውቃለሁ እንዲሁም ጎደኞቼም እኔን እንደሚያምኑኝ አውቃለሁ 44. ራሴን የምገመግመው ለኔ በሚመስለኝ መለኪያ እንጂ ሌሎች ባስቀመጡልኝ መለኪያ አይደለም 45. ብዙ ሰዎች ያለዓላማ የሚኖሩ ቢኖሩም እኔ ግን ከነሱ ውስጥ አልመደብም 43. እራሴን ከጓደኞቼና ከማውቃቸው ሰዎች ጋር ሳነፃፅር በማንነቴ ደስ ይለኛል 82 .42. ለኔ የሚመችና የሚስማማ የኑሮ ዘይቤ መመስረት ችያለሁ 46. Part one፡ Background Information Direction: please indicate your answer by making ( ) in the box that corresponds to your answer or to write the correct answer on blank space 1. and careful. Yours right information helps to reach the goals of the study. Mather C. The information will be kept confidential and be only applied for the study. Yes B. Thank you for investing your time and honesty completing this questionnaire. the second part has Ryff’s Scale of Psychological Wellbeing Scale. Father B. With both parents G. Institutions F. With non-relatives E. There is no one to judge you because there is not right or wrong answer for the questions. Do you alive yours parent? A. Male B. Other ________________ 83 . Grade level ______________________________ 4. This questionnaire has two parts: the first part has demographic questions about the respondents. Sex A. Your answer for question 4 no which parent is missed A.Appendices: B Addis Ababa University College of Education and Behavioral Studies Institute of psychology The purpose of this questionnaire is to gather information regarding to psychological wellbeing of orphan and non-orphan children. With relatives D. With father B. no 5. With mother C. The information you provide has a very important input in the direction and completion of this study. Current living A. so please try to be honest. Both 6. Female 3. Age ________________ 2. RYFF SCALES OF PSYCHOLOGICAL WELL-BEING The following set of statements deals with how you might feel about yourself and your life. In general. 6. I do not fit very well with the people and the community around me 84 Disagree Disagree Agree Slightly Slightly Agree Strongly Agree . I tend to worry about what other people think of me 11. even when they are in opposition to the opinions of most people. I feel I am in charge of the situation in which I live. I am not afraid to voice my opinion. each statement. I feel confident and positive about myself 9. 4. I often feel lonely because I have few close friends with whom to share my concerns 10. I am pleased with how things have turned out. 3. Please remember that there are neither rights nor wrong answers. Strongly Disagree Most people see me as loving and affectionate. Put  mark that best describes the degree to which you agree or disagree with each statement Put  mark that best describes the degree to which you agree or disagree with 1. In general. The demands of everyday life often get me down 8. Maintaining close relationships has been difficulty and frustrating for me. 5. My decisions are not usually influenced by what everyone else is doing 7. 2. When I look at the story of my life. 85 . When I think about it. I often feel overwhelmed by my responsibilities 24.12. I don’t have many people who want to listen when I need to talk 22. My daily activities often seem trivial and unimportant to me 14. I am quite good at managing the many responsibilities of my daily life 18. I feel like many of the people I know have gotten more out of life than I have. I enjoy personal and mutual conversations with family members or friends 16. Being happy with myself is more important to me than having others approve of me. I have a sense that I have developed a lot as a person over time. I don’t have a good sense of what it is I’m trying to accomplish in my life 20. 15. I think it is important to have new experiences that challenge how you think about yourself and the world 13. 17. I haven’t really improved much as a person over the years 19. I tend to be influenced by people with strong opinions 23. I like most aspects of my personality 21. 31. I made some mistakes in the past. People would describe me as a giving person. For me. 36. changing. I have confidence in my opinions. I do not enjoy being in new situations that require me to change my old familiar ways of doing things. I enjoy making plans for the future and working to make them a reality. 26. 33. 30. 28. but I feel that all in all everything has worked out for the best 27. In many ways. and growth. 86 . 29. 34. I used to set goals for myself. life has been a continuous process of learning. I generally do a good job of taking care of my personal finances and affairs. I am good at juggling my time so that I can fit everything in that needs to be done. 35. willing to share my time with others. 32. It’s difficult for me to voice my own opinions on controversial matters. but that now seems a waste of time. I feel disappointed about my achievements in my life. even if they are contrary to the general consensus. It seems to me that most other people have more friends than I do.25. I have not experienced many warm and trusting relationships with others. 41. but I am not one of them. 45. I am an active person in carrying out the plans I set for myself. When I compare myself to friends and acquaintances. I know that I can trust my friends. 87 . 43. Some people wander aimlessly through life. not by the values of what others think is important. 46. 42. 40. 38. it makes me feel good about who I am. 44. and they know they can trust me. I gave up trying to make big improvements or change in my life a long time ago.37. I judge myself by what I think is important. I often change my mind about decisions if my friends or family disagree. 39. I have been able to build a home and a lifestyle for myself that is much to my liking. I have difficulty arranging my life in a way that is satisfying to me. what are the children's primary psychological needs? Is there any room for psychological needs? . Tell participants about anonymity. the study and its purpose.What social needs do you thing the children have? Topic 3: The future . voluntary participation. *Education – in what area and how long? *Work – how long have you held this job position? Training for the job? Earlier experience. Topics and Questions: Topic 1: Current psychological status of the children . confidentiality.What could be done? What would you like to see done? Why does it not happen? Thank you for your time and for taking part in the study.Appendix: C Interview Guide 1. Introduction Present myself. Is there anything you'd like to ask me before we begin? Taping begins.Can you tell me about the common psychological problems that the children suffer from? How are you able to observe these problems? Topic 2: Social aspects of children’s psychological health . 2. 3. Offer a summary of the report. approximate length of interview. The interview will be recorded with your permission and later destroyed. 4.In your view. 88 . Background of the respondent. Appendix: D ቃለ መጠይቅ በመጀመሪያ እራሲን አስተዋወኩዋቸው ከዚያ በመቀጠል የቃለመጠይቁን ዋና አላማ በግልፅ አብራራዉ፡፡ ከዛም በመቀመል የምትሰጡት መረጃ ሚስጥራዊነቱ የተጠበቀ መሆኑን እና ይህ መጠይቅ ሪከርድ የሚደረግ መሆኖን እና በመጨረም ጥናቱ ከተጠናቀቀ በዋላ ሙሉ በሙሉ የሚደመሰስ መሆኖን ላረጋግጥላችሁ እወዳለሁ፡፡ ወደ ዋናው ቃለ ምልልስ ከመግባታቸን በፊት የምትይቁታት ጥያቂ ካለ አጠቃላይ የግል መረጃ የትምህርት ደረጃ የስራ ልምድ ጥያቂ የልጆች የስነ ልቦና ፍላጉትን በተመለከተ የልጆች መሰረታዊ የስነ ልቦና ፍላጉት ምንድ ነው በዚህ ትምህርት ቤት ውስጥ ይህን አገልግሉት የሚሰጥ ክፍል አለ ምንድ ነው ወላጅ አልባ ልጆች ሊፈጠርባቸው ያጋጥማቸው የሚችል መሰረታዊ የስነ ልቦና ችግር ይህን ችግር አንተ ቺ እንዲት ነው የምትመለከቱት ጥያቂ መሰረታዊ የሆኑ መሀበራዊ ሁነቱች ምንድናቸው ወላጅ ላጡ ልጆች እስቲ አንተ አንቺ ወላጅ ላጡ ልጆች አስፈላጊ የምትለው የምትይው መሰረታዊ ድጋፍ ምንድ ነው ጥያቂ እስቲ ወደፊት ወላጅ ላጡ ልጆች ምን ይደረግ ትላህ በተለይ በትምህርት ቤት ውስጥ በመሀበረሰቡ ውስጥ እና በአሳዳጊዋች ጊዜዎን መስዋዕት አድርገው ለቃለ መጠይቁ ስለተባበሩኝ አመሰግናለሁ፡፡ 89 እና ይህን መርጃ ስለሰጡኝ በጣም .