Browsing by Author "Mate-Kole, C.C"

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African Cultural Values and Personality Factors among Rural and Urban Dwellers in Ghana
(University of Ghana, 2015-07) Sarfo, E. A.; Mate-Kole, C.C; University of Ghana, College of Humanities, School of Social Sciences, Department of Psychology
The present study investigated factors and values that influence the development of personality in the Akan concept, the extent to which the Akan theory of day name determines personality of an individual. In addition, it sought to determine the relationship between the Big Five personality factors, the Africentric worldview and the Akan personality factors. The study is a mixed methods design. The first part is a qualitative study that involves an in-depth interview with eight participants with age range between 40 and 100 years. The second part, is a quantitative study where questionnaires were administered to one hundred conveniently sampled participants from two Akan communities comprising 60 rural and 40 urban dwellers. Thematic analysis was used to analyse qualitative data which revealed that personality among the Akan is defined by the cognitive (‘nusu1’) and behavioural (‘banb4’) aspect of the individual. Factors believed to affect personality include social, biological and supernatural factors. Results from the qualitative data was used to develop a questionnaire used to test the personality of participants from rural and urban areas. The Ten Item Personality Inventory adapted from the Big-Five was administered was used to test the Big Five personality index among participants. Africentric Worldview Scale was used to test the Africentric worldview of participants. Overall, there was significant difference on the emotional stability subscale of the Ten Item Personality Inventory. A principal component analysis of the Africentric Worldview Scale confirmed the spiritual subscale. Further, other factors emerged in contrast to previous findings. Implications of the findings was discussed.
Challenges and support needs of parents of children with developmental disabilities (DD) in Accra, Ghana
(Research in Developmental Disabilities, 2022) Oti-Boadi, M.; Osei-Tutu, A.; Mate-Kole, C.C
Background: Parents of children with developmental disabilities (DD) have diverse challenges and needs. If met, these parents are able to provide adequate care for their children. Unfulfilled needs like information about their child’s diagnosis, counselling, and poor access to informal and formal supports increase parental stress and hinder their potential to provide optimal care for their children and themselves. Aims: This study explores the unique challenges and needs of parents caring for children with DD in the Accra metropolis. This is the first study exploring the needs of parents in a Lower-middle income (LMIC) country like Ghana. Methods and procedures: A qualitative research design was adopted for this study. Data was collected using semi-structured interviews from 9 parents of children with DD. Results: Findings from thematic analysis revealed five themes including; Emotional needs; Informational needs; Financial needs; Informal Support, and Formalized Support. Parents indi cated their great need for information on their children’s condition, support from family, religious groups, and other formalized institutions and how to provide better care. Conclusions and implications: Parents have several expectations and needs which must be addressed. Findings have the potential of influencing the design and development of appropriate interventions to meet the needs and improve the quality of life of parents of children with DD in the Ghanaian context.
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.
Neuropsychological functioning of adult sickle cell disease patients in Ghana
(Changing Trends in Mental Health Care and Research in Ghana, 2014) Ampomah, M.; Mate-Kole, C.C; Ofori-Atta, A; Anum, A; Ohene, S.; Ekem, I.; Acquaye, J.K; Ankra-Badu, G.A; Sey, F.; Sefa-Dedeh, A