Strengths-based Learning in a Kenyan Primary School Community

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, Ph.D. is a professor at William James College, an associate at the Taos Institute, and a founding member at Appreciative Action, a consultation practice that designs global development practices to cultivate well-being and resilience. Appreciative Action uses collaborative models of action-based research to measure outcomes and impact in communities.

Contact: Claire_Fialkov@williamjames.edu

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Author: David Haddad

David Haddad, Ed.D. is a co-founder of Appreciative Action, a US-based consultancy focusing on global development and program evaluation practices that foster wellbeing and resilience. Its work is grounded in collaborative and strengths-based practices. David  is an associate professor at William James College, as well as an associate with the Taos Institute.

Contact: David_Haddad@williamjames.edu

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