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Strengths-based Learning in a Kenyan Primary School Community

Name: Strengths-based Learning in a Kenyan Primary School Community
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An Application of the IPOD Model

February 2019

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ABSTRACT

This paper describes a collaboration between American and Kenyan colleagues, and the attention given to the multiple factors and research methods that contribute to refracting strengths outward into the community using Appreciative Inquiry as the methodology explore the impact of a strengths-based curriculum and health and hygiene project at Mutheru Primary School, Kenya.

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Author: Meghan Gowan

Meghan Elizabeth Gowan, M.A. is a doctoral candidate in Clinical Psychology with a Global Mental Health concentration at William James College. Her dissertation explores global applications of positive psychology and the implications for female learners in developing nations. Meghan provides psychotherapy in a college counseling center.

Contact: meghangowan21@gmail.com

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Author: Claire Fialkov

Claire Fialkov, PhD, is a consultant, psychologist, and professor at William James College. She is the co-director of the Kenya Immersion Program through the Center for Multicultural and Global Mental Health and the principal investigator on research projects focused on gender justice and positive education. Her current work addresses environmental sustainability and improving access to mental health care.

Contact: Claire_Fialkov@williamjames.edu

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Author: David Haddad

as well as a professor at William James College. He has consulted with organizations in the former Soviet Union, Lesoto, and is currently engaged with ongoing research projects in Kenya focusing on mental health literacy, gender justice, and community empowerment.

Contact: David_Haddad@williamjames.edu

https://www.appreciativeaction.com/

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