Browsing by Author "Attah, D.A."

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Co-Designing M-Healer: Supporting Lay Practitioner Mental Health Workers in Ghana
(Springer, 2021) Albright, L.; Le, H.; Meller, S.; Atta, A.O.; Attah, D.A.; Asafo, S.M.; Collins, P.Y.; Zeev, D.B.; Snyder, J.
. Mental health is a vast problem around the globe and is one of the key population health issues in the world today. At any given time, up to 6.8% of the world’s population suffers from a serious mental illness (SMI) such as schizophrenia or bipolar disorder. The impacts of SMI on a population are especially challenging in low and middle-income countries (LMIC). Mobile healthcare application research is a growing area of research aiming to ameliorate these challenging impacts. In Ghana, a LMIC in West Africa, mental healthcare systems are severely under resourced and people with SMI often receive care from lay practitioners such as traditional and faith healers rather than trained mental health clinicians. These challenges exist alongside developed wireless infrastructure. In these contexts, mobile applications can substantially increase access to health information. This is the basis for our work developing a mobile health (mHealth) application to support mental health lay practitioners in Ghana. We describe the ways that our principled design research practice is intersecting with local faith-based practices, vernacular expertise and values, and the practicalities of technology adoption in Ghana.
A Digital Toolkit (M-Healer) to Improve Care and Reduce Human Rights Abuses Against People With Mental Illness in West Africa: User-Centered Design, Development, and Usability Study
(JMIR, 2021) Ben-Zeev, D.; Meller, S.; Snyder, J.; Attah, D.A.; Albright, L.; Le, H.; Asafo, S.M.; Collins, P.Y.; Ofori-Atta, A.
The resources of West African mental health care systems are severely constrained, which contributes to significant unmet mental health needs. Consequently, people with psychiatric conditions often receive care from traditional and faith healers. Healers may use practices that constitute human rights violations, such as flogging, caging, forced fasting, and chaining. The aim of this study is to partner with healers in Ghana to develop a smartphone toolkit designed to support the dissemination of evidence-based psychosocial interventions and the strengthening of human rights awareness in the healer community. Methods: We conducted on-site observations and qualitative interviews with healers, a group co-design session, content development and prototype system build-out, and usability testing. A total of 18 healers completed individual interviews. Participants reported on their understanding of the causes and treatments of mental illnesses. They identified situations in which they elect to use mechanical restraints and other coercive practices. Participants described an openness to using a smartphone-based app to help introduce them to alternative practices. A total of 12 healers participated in the co-design session. Of the 12 participants, 8 (67%) reported having a smartphone. Participants reported that they preferred spiritual guidance but that it was acceptable that M-Healer would provide mostly nonspiritual content. They provided suggestions for who should be depicted as the toolkit protagonist and ranked their preferred content delivery modality in the following order: live-action video, animated video, comic strip, and still images with text. Participants viewed mood board prototypes and rated their preferred visual design in the following order: religious theme, nature motif, community or medical, and Ghanaian culture. The content was organized into modules, including an introduction to the system, brief mental health interventions, verbal de-escalation strategies, guided relaxation techniques, and human rights training. Each module contained several scripted digital animation videos, with audio narration in English or Twi The module menu was represented by touchscreen icons and a single word or phrase to maximize accessibility to users with limited literacy. In total, 12 participants completed the M-Healer usability testing. Participants commented that they liked the look and functionality of the app and understood the content. The participants reported that the information and displays were clear. They successfully navigated the app but identified several areas where usability could be enhanced. Posttesting usability measures indicated that participants found M-Healer to be feasible, acceptable, and usable.The module menu was represented by touchscreen icons and a single word or phrase to maximize accessibility to users with limited literacy. In total, 12 participants completed the M-Healer usability testing. Participants commented that they liked the look and functionality of the app and understood the content. The participants reported that the information and displays were clear. They successfully navigated the app but identified several areas where usability could be enhanced. Posttesting usability measures indicated that participants found M-Healer to be feasible, acceptable, and usable.
Learning Disabilities and Academic Achievement amongst School Children in Accra.
(University of Ghana, 2010-06) Attah, D.A.; Mate-Kole, C.C; Opoku, J.Y.; University of Ghana, College of Humanities, School of Social Sciences, Department of Psychology
Learning disabilities (LD) may be one of the most common and serious pervasive childhood disabilities, with prevalence estimates between 2% and 10%. Yet, stakeholders, parents, teachers and die society at large know little concerning the effect of learning disabilities on school children in Ghana. The current study sought to bridge this gap by examining the impact of learning disabilities on academic achievement among school children in Accra. The study comprised of three groups; children with learning disabilities, children without learning disabilities and children with other neurological disorders. A total of 131 children were compared on measures of academic achievement, adaptive behaviour, problem behaviour, nonverbal intelligence and a cognitive flexibility Test. The results revealed significant groups differences. Specifically, children with learning disabilities scored lower on measures of academic achievement and non-verbal intelligence compared to children without learning disabilities, but higher than children with other neurological disorders. Other findings showed that the performance of children with learning disabilities was impaired on the part B of the cognitive flexibility Test but not on the part A. Further, children with learning disabilities as well as children with other neurological disorders showed evidence of lower social skills. Contrary to expectations, few significant differences were found between children with learning disabilities and children without learning disabilities on measures of problem behaviour. Implications for future research and for practice are discussed.
Perinatal autopsy in Ghana: Healthcare workers knowledge and attitude
(Frontiers in Global Women’s Health, 2023) Swarray-Deen, A.; Attah, D.A.; Sefogah, P.E.; Oduro, N.E.; Nuamah, H.G.; Nuamah, M.A.; Adzadi, C.; Oppong, S.A.
Background: Perinatal mortality refers to stillbirths and early neonatal deaths. Stillbirth, the death of a foetus from 28 weeks or with a birth weight 1,000 g or above, and early neonatal deaths, the death of a newborn within 24 h of delivery, are among the most distressing global health problems, with approximately 2 million stillbirths occurring annually. Although a post-mortem examination of the stillborn baby is essential for understanding and learning the cause of stillbirth, many couples decline the procedure. Sub-Saharan Africa has one of the highest stillbirth rates in the world, yet there is a dearth of studies on post-mortem uptake from the region. Aim: To explore healthcare professionals’ views and perceptions of perinatal autopsy in Ghana. Methods: Mixed-method approach consisted of semi-structured interviews and an electronic cross-sectional survey to evaluate the views and perceptions of healthcare professionals at Korle-Bu Teaching Hospital on autopsy for stillbirths and early neonatal deaths. Descriptive quantitative data were summarised in frequencies and percentages, and statistical results and descriptions were tabulated and coded in terms of types of barriers. For the qualitative aspect, the audio-taped interviews were transcribed, themes generated, and direct quotes and descriptions were coded for all knowledge, beliefs, attitudes and practices concerning the barriers and facilitators for post-mortem. Results: Ninety-nine healthcare professionals participated. No participant had formal training regarding counselling for perinatal autopsy and 40% had “no idea” who is responsible for counselling and obtaining consent for a perinatal autopsy. Forty-four percent (44%) of the participants knew of only the “Conventional/ Full” autopsy and <4% were aware of less invasive methods of performing an autopsy. Qualitative data showed healthcare worker influence, religious and financial considerations impede the implementation of perinatal autopsies. Despite the low uptake of perinatal autopsies, interviews from healthcare workers suggest acceptance rates would improve if parents knew about different options, especially less invasive procedures. Conclusion: At Ghana’s largest referral centre, perinatal autopsy counselling and uptake are at extremely low levels. Most healthcare professionals have little knowledge, skills, and capacity to advise parents regarding perinatal autopsies. Training is needed to update the workforce on recommended perinatal autopsy practices.
The Sojourner’s Return: Narratives on the Re-entry Experience
(Springer Link, 2020) Boafo-Arthur, A.; Boafo-Arthur, S.; Attah, D.A.; Tsevi, L.
This chapter reflects on the re-entry experience with emphasis on the cognitive, psychological, and behavioral aspects of the experience for individuals from sub-Saharan African nations. These issues will be discussed against the backdrop of Szkudlarek’s (2010) Expectations model; Gullahorn and Gullahorn’s W-curve hypothesis; and Martin and Harrell’s (2004), Intercultural Model of re-entry. The internationalization of higher education has become a priority among many institutions of higher education. Sojourning abroad comes with related issues such as culture shock. This notwithstanding, sojourners who choose to return often report many benefits of the stay abroad experience. Likewise, returning home after being away for several years also presents other challenges as students re-adjust to their home countries.
The Sojourner’s Return: Risks and Challenges of the Study Abroad Experience on Re-Entry
(2022) Attah, D.A.; Boafo-Arthur, S.; Boafo-Arthur, A.
Thousands of students are participating in study abroad programs, which is a major decision that could alter the life of a student and shape his/her future. It is important, therefore, to carefully weigh the options that come with being an international student. This chapter explores the history of study abroad, students’ study abroad experiences, and the benefits of these programs. Study abroad benefits include personal growth, intercultural development, and career attainment. Educators consistently assert that a significant part of the studying abroad experience is training future global leaders to be more effective and efficient, respecting the diversities of people and cultures, including political and economic systems, and the willingness to take a stand for the world’s welfare. Following this, the re-entry experiences of students who return to their home countries at the end of their studies are examined with respect to the physical, social, and psychological risks that student returnees are faced with.
The Sojourner's return: Risks and challenges of the study abroad experience on re-entry
(Study Abroad Contexts for Enhanced Foreign Language Learning, 2018-04) Attah, D.A.; Boafo-Arthur, S.; Boafo-Arthur, A.
Thousands of students are participating in study abroad programs, which is a major decision that could alter the life of a student and shape his/her future. It is important, therefore, to carefully weigh the options that come with being an international student. This chapter explores the history of study abroad, students' study abroad experiences, and the benefits of these programs. Study abroad benefits include personal growth, intercultural development, and career attainment. Educators consistently assert that a significant part of the studying abroad experience is training future global leaders to be more effective and efficient, respecting the diversities of people and cultures, including political and economic systems, and the willingness to take a stand for the world's welfare. Following this, the re-entry experiences of students who return to their home countries at the end of their studies are examined with respect to the physical, social, and psychological risks that student returnees are faced with.
Strategies and Initiatives in Acculturation: Voices from Ghana
(Kent Academic Repository, 2017) Boafo-Arthur, S.; Attah, D.A.; Boafo-Arthur, A.; Akoensi, T.D.
Culture shock and acculturation are salient aspects of any international study trip. Over the years, many institutions have devised several strategies to help international students transition to life in the host country. However, most of these strategies are insensitive to diverse cultural or country specifics. Drawing from Social Learning Theory, this paper provides narratives from four former students from the West African country of Ghana and how they navigated the process of acculturation in their respective host nations. The narratives discuss their feelings during the study abroad trip, some of the challenges they faced, and personal as well as institutional strategies that aided in ameliorating the experience of culture shock. A few recommendations for Student Affairs Practitioners are also provided.