The purpose of the study was to determine the influence of emotional progression factors on adjustment to Loss and Grief on orphaned Kenyan secondary school students.The study was informed by Erikson's Psychosocial Theory of Human Development. Mixed method research approach was used and with it, concurrent triangulation design was adopted. The target population consisted of 47 schools, 20 focus group discussion students, 10 personal interviews and 1,245 Form 3 orphaned students from public secondary schools in Kisumu Central Sub-County of Kenya. A sample size of 453 students from 15 secondary schools were sampled for the study using stratified random sampling technique. Reliability of the instruments was ascertained through a pilot study of 9% of the population that did not participate in the final study. Internal consistency was also used to determine the reliability of questionnaires and coefficient values of r=0.0771 was reported for the questionnaire. Face validity of the instruments was ascertained by pilot testing the questionnaires and also by seeking expert judgment by university lecturers. Data was collected by use of questionnaires, in-depth interviews and focus group discussions. Quantitative data was analyzed using both descriptive and inferential statistics. Qualitative data was analyzed using thematic framework. Trustworthiness of qualitative data was ensured by analyzing the framework as fronted by Lincoln &Guba (1985). The study findings revealed that emotional progression factors effected adolescents' adjustment to loss and grief. Respondents were positive about death and they concluded that death was not their greatest fear, yet, the feeling of being loved generated more positive feelings among adolescent respondents who said that the sense of being loved made them happy.

First year undergraduate students (FYUS) arrive at the university having very different academic and social skills and from different backgrounds and cultures. Some students adjust easily and are set up for successful university study whereas others become disoriented from their studies, underperform academically or drop out completely. The current study explored the relationship between distraction during transition and academic adjustment among first year undergraduate students. The study was guided by Person-Centred and Schlossberg’s Transition Theory. The study population comprised 1,539 first year undergraduate students admitted at a public university in Kenya for the 2020/2021 academic year and 45 service providers. Stratified random sampling was used to select 306 students while purposive sampling was used to select 40 service providers for the study. Concurrent Triangulation Design was used within Mixed Methods Approach whereby data was collected using both quantitative and qualitative methods. Questionnaires for students and service providers together with interview schedules for service providers were employed. Focus Group Discussions were also held for 13 students divided into two groups. Internal consistency of the questionnaire yielded a Cronbach’s alpha α = .769. Quantitative data analysis was done on percentages, Pearson’s correlation and regression analyses using SPSS version 22 computer programme. Thematic Analysis approach was employed to analyse qualitative data. Results indicated a significant negative correlation between distraction and academic adjustment.

The aim of the study was to investigate Strategies for adjustment to Loss and Grief among orphaned

The aim of the study was to investigate Gender differences in adjustment to Loss and Grief among orphaned

The purpose of the study was to determine the influence of students '