School of Psychology

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http://etd.aau.edu.et/handle/12345678/156

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Browsing School of Psychology by Author "Abebaw Minaye"

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    Cross-Border Migration: Explaining Migration Intention from Selected Psychosocial Variables in South Wollo
    (Addis Ababa Universty, 2023-03-15) Abebe Kibret; Abebaw Minaye
    Migration has become one of the challenging global issues of the twenty-first century. Therefore, analyzing future migration is essential to develop clear strategies to manage actual migration. This research aimed to investigate predictors of emigration intention and the interaction effect of social network and sex between those predictors and migration intention. A sample of 701high school students who were selected using multistage random sampling participated in the research. Exploratory Factor Analysis and Confirmatory Factor Analysis were employed to explore the dimension and loading of items respectively. To test the moderation effect of social network on migration intention and the predictor variables, structural equation modeling was employed using Amos version 27. As the finding indicates 54 % of participants expressed a desire to migrate abroad. The findings also revealed that there is a statistically significant difference in mean between female and male migration intentions (t(699) =12, P< .01). The global Chi-square test indicates sex significantly moderates the connection between the predictor variables and migration intention. The finding indicated that Attitude towards migration, National pride, subjective social norm, and perceived behavioral control predict youths’ migration intention. The result also revealed that social network strengthens the negative correlation between place attachment and intention to migrate only if the individuals have a high social network abroad. Social network of the youth is also found to moderate the relationship between attitude toward migration and migration intention. Therefore, strategies how to change the attitude of adolescents should be designed by NGOs, Government and Scholars in the area in collaboration with community members. Frequent training to adolescents about the consequences of migration should be intensively provided. Since it is the age of learning, teachers, families and communities need to work on adolescents to give priorities on their education. Key Words: Attitude: Migration Intention; National Pride; Perceived behavioral control; Place Attachment; Social Network and Subjective Social Norm
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    Post migration Risk Factors to Depression among East and Great lakes Adolescent Refugees in Addis Ababa
    (Addis Ababa University, 2019-01) Rahwa Mengistab; Abebaw Minaye
    This study has aimed at finding out the post migration risk factors to depression in Somalia, Eritrea, South Sudan and Democratic Republic of Congo adolescent refugees in Addis Ababa. To achieve these research objectives a cross sectional survey design were implemented. A sample of 96 respondents, 45 males and 51 females aged 12-17 were selected through stratified random sampling from JRS and DICAC refugee centers . The depression level and the post migration factors were assessed using Center for Epidemiologic Studies Depression Scale Revised-20 and Multidimensional Students’ Life Satisfaction Scale instruments. Along with these questionnaires, the researcher also prepared basic demographic questions to solicit self-information of the participants. The collected data were analyzed through one way ANOVA, independent sample ttest, Pearson correlation and frequencies and percentages. The results showed that 58.5% of adolescents involved in this study are at risk to develop depression. Adolescents post migration risk factors had no significant relationship with depression. The socio demographic factors evaluated in this research adolescent refugees country of origin (F=3.38; p=0.022) and with whom they are living (F=2.572; p=0.024) were found to be a risk for depression but school, living environment, friends, family, self, parental/guardian education level, age, gender and year of stay had no significant effect on being a risk for depression. For this reason, a greater focus is needed on identifying factors that dealt with adolescent refugee depression and results should be applied to design suitable intervention programs especially at organizations working with refugees. As recommendation, providers of public health services and refugee centered originations should develop counseling services at school and this will helps mental health professionals meet with adolescent refugees and their families.
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    The Relationship between Conjugal Visitation and Family Bonding among Incarcerated People
    (Addis Ababa University, 2014-10) Eyob Yime; Abebaw Minaye
    The present study was aimed at the investigation of conjugal visitation and family bonding among incarcerated people. The study was conducted in Addis Ababa,Kaliti correctional center. 136participants (38 females and 98 males) were selected by using purposive sampling. A selfreported questionnaire that consisted of questions on social background, conjugal visit and family bonding was administered. The data obtained were analyzed using Parson Product- Moment Correlation Coefficient and independent sample t- test. The result of correlation coefficient(r = .275, p < .05, N =136)showed a weak, positive and statistically insignificant relationship between conjugal visitation and family bonding among families who have no child; and(r = .53, p < .05, N = 136) showed a statistically significant relationship among incarcerated people who have a child or children. The independent sample t-test also demonstrated statistically significant difference (-2.90, df = 134, p <. 05) between male and female prisoners in preserving family bonding related to conjugal visitation; the result was in favor of male incarcerations.Finally, it was concluded that conjugal visitation is significantly associated with family bonding.
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    Sources of Conflict among Female Migrant Returnees from the Middle East and Their Family: The Case of Addis Ababa
    (Addis Ababa University, 2018-06) Kassahun Fita; Abebaw Minaye
    This study aims to investigate the family relationship with regard to conflict among female migrant returnees from the Middle East countries with their families taking the Capital City (Addis Ababa) as a case. In order to achieve the main objective of the study, a qualitative research approach was designed; a semi-structured interview guide and observation were also employed for data collection together with the available published and unpublished documents. Fifteen participants were recruited from both returnees and their families using snowball sampling technique. The research questions of the current study are based on manifestations of conflict, sources of conflict and psychological consequences of conflict. Findings: The major manifestations of conflict are divorce, discrimination and poverty. The major sources of conflict are infidelity, returning empty-handed and loss of money. Psychological consequences are depression, stress, loneliness or withdrawal, aggression and worries. The conclusions are mainly related with the health problems of the returnees as a result of the conflict. So, in both cases (at host and home), it is the returnees who became double victims. The recommendations strongly indicate that Governmental and private concerned bodies should provide counseling service, legal protection or legal aid to take the issue of conflict they faced with their families to the legal institution. Key Terms: Migrant returnees, Returnees, Family and Conflict
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    The Influence of Leadership Style on the Growth and Inclusivity of Special Needs Student in Educational Programs: The Case of Addis Ababa University
    (Addis Ababa University, 2027-06) Yonatan Shimels; Abebaw Minaye
    This project seeks to examine the relationship between leadership styles and inclusion and the holistic development of the students with special needs at Addis Ababa University (AAU), Ethiopia. Structurally informed by transformational leadership, an inclusive education framework, and the social model of disability, this investigation takes a qualitative phenomenological methodological stance to understand how types of leadership might directly influence institutional practices and student experience. Data collection included semi-structured interviews with seven students with disabilities and four others at the university an administrator, and faculty in order to comprehend how equity and inclusion are delivered within AAU. Our thematic analysis revealed that AAU's leadership is primarily transactional and authoritarian with stark bureaucratic processes, limited stakeholder involvement, and governance focuses/creates compliance. AAU has policies under Article 8 and supports centers, however student engagement and access through those policies is curtailed through fragmented operational oversight, inadequate funding, and no accountability. Regardless, students expressed their struggles with barriers associated with access such as inaccessible buildings, outdated assistive technologies; cultural stigma, and social exclusion which contributed to restricting overall academic, emotional, and social welfare. Regardless of the structural and cultural constraints of being students with disabilities at AAU, students accepted being resilient and requested participatory leadership around some kind of training for faculty and dedicate funding to include in access. This project reminds us that transformative leadership is needed for pursuing and bridging the gaps between policy and actual practice. This research has given us reason to believe that inclusion must be embedded not only in institutions but in the lives of students. The need to advocate for structural change is also necessary in various projects to keep flourishing in a growing discourse around inclusive education and likewise flourish within resource constrained environments for inclusive educational change and appeal to relevant formal policies. The work will assist institutional reform because this change is necessary for the current state of exclusionary model in practice and promote inclusive practice for sustainable development and future lifestyle decisions. Key words: Leadership styles, inclusive education, special needs students, student growth