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Ezeamama, Amara E.; Zalwango, Sarah K.; Tuke, Robert; Pad, Ricki Lauren; Boivin, Michael J.; Musoke, Philippa M.; Giordani, Bruno; Sikorskii, Alla – New Directions for Child and Adolescent Development, 2020
Caregiver's and child's self-reported quality of life (QOL) was defined using standardized questionnaires in a sample (N = 277) of 6-10 years old HIV-infected, HIV-exposed uninfected, and HIV-unexposed uninfected children from Uganda. Psychosocial stress (acute stress and cumulative lifetime adversity) and physiologic stress (dysregulations across…
Descriptors: Stress Variables, Stress Management, Quality of Life, Children
Tuke, Robert; Sikorskii, Alla; Zalwango, Sarah K.; Webster, Kyle D.; Ismail, Alexander; Pobee, Ruth A.; Barkin, Jennifer L.; Boivin, Michael J.; Giordani, Bruno; Ezeamama, Amara E. – New Directions for Child and Adolescent Development, 2020
Cumulative lifetime adversity and social support were investigated as determinants of psychosocial adjustment (esteem, distress, hopefulness, positive outlook/future aspirations, and sense of purpose) over 12 months in 6-10-years-old HIV-infected, HIV-exposed uninfected and HIV-unexposed uninfected children from Uganda. Each determinant and…
Descriptors: Social Adjustment, Emotional Adjustment, Self Esteem, Acquired Immunodeficiency Syndrome (AIDS)
Gove, Amber; Brunette, Tracy; Bulat, Jennae; Carrol, Bidemi; Henny, Catherine; Macon, Wykia; Nderu, Evangeline; Sitabkhan, Yasmin – New Directions for Child and Adolescent Development, 2017
We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal…
Descriptors: Foreign Countries, Program Effectiveness, Emergent Literacy, Program Evaluation
Ngwaru, Jacob Marriote – New Directions for Child and Adolescent Development, 2014
Sub-Saharan Africa has predominantly rural populations unable to offer children sustainable access to early literacy and childhood care and education. Children's literacy development starts very early in life through participation and experiences in the home and preschool. My research in rural Zimbabwe, Kenya, Uganda, and Tanzania shows that the…
Descriptors: Foreign Countries, Early Childhood Education, Access to Education, Rural Education