Submission ID 130328
| Issue/Objective | Background: Globally, protracted conflicts and forced displacement have intensified the burden of mental health disorders, particularly among internally displaced persons (IDPs) who experience sustained exposure to trauma, loss, and instability. In sub-Saharan Africa, the scarcity of trained mental health professionals and the limited reach of formal psychosocial services underscore the need for low-intensity, community-based interventions that are culturally grounded and scalable. Nigeria, which hosts one of the largest IDP populations in Africa, reports high rates of post-traumatic stress disorder (PTSD), depression, and anxiety, alongside weak access to formal mental health care. Life Skills Education (LSE) frameworks have demonstrated potential to enhance psychosocial well-being, resilience, and adaptive functioning, particularly when adapted to local sociocultural contexts. Objective: This study describes a participatory process used to adapt and contextualize the United Nations Children's Fund (UNICEF) Life Skills Education (LSE) curriculum for internally displaced persons in Nigeria, and presents the resulting Nigerian-contextualized LSE framework as a replicable model for culturally responsive psychosocial intervention in similar displacement and low-resource settings |
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| Methodology/Approach | Methods: A participatory process guided the adaptation of the United Nations Children's Fund (UNICEF) Life Skills Education (LSE) curriculum for Nigerian internally displaced persons (IDPs). The process began with a needs assessment through literature review, qualitative interviews of experts and IDPs, and quantitative measures of depression, anxiety, post-traumatic stress disorder (PTSD), well-being, and resilience among IDPs. This was followed by an expert review to validate findings and guide preliminary adaptation. A national consultative workshop and curriculum refinement were then conducted to ensure contextual and pedagogical relevance. Pilot testing through in-person and WhatsApp-based sessions was carried out to assess content flow, feasibility, and inclusivity. The process concluded with a final review, incorporating participant and facilitator feedback to refine language, facilitation guidance, and engagement strategies. |
| Results | Results: The adaptation retained two original UNICEF LSE modules: Learning (Learning to Know) and Employability (Learning to Do). The process replaced Personal Empowerment and Active Citizenship with Existential Intelligence (Learning to Be) and Belongingness (Learning to Live Together) respectively. These adaptations enhanced cultural and spiritual alignment with Nigerian IDPs' lived experiences and strengthened psychosocial relevance. |
| Discussion/Conclusion | The Nigerian adaptation of LSE curriculum maintains theoretical fidelity to UNICEF's framework while achieving strong contextual and psychosocial resonance. This participatory process offers a replicable model for culturally responsive, scalable psychosocial intervention in humanitarian and low-resource settings. |
| Presenters and Affiliations | Bala Harri Dalhousie University Vincent Agyapong Dalhousie University Rita Orji Dalhousie University Linda liebenberg Dalhousie University Chisom Obi-Jeff Brooks Insight Omolayo Anjorin Dalhousie University Andem Effiong Etim Duke Dalhousie University Ejemai Eboreime Dalhousie University Damilola Onietan Dalhousie University Somtoo Rita Henry Dalhousie University |
