Cultural Consideration for the Adaptation of Cognitive Behavioural Therapy (CaCBT) in Ghanaian Basic Schools

The psychological health needs of children and adolescents in Ghana, especially those in basic schools, remain largely unaddressed, even in the face of growing recognition of mental health in recent times. Existing mental health interventions for school-aged children in the country are inadequate, as guidance and counselling services are mostly geared toward senior high school students. This study aims to fill the critical gap in mental health research by developing a culturally adaption of Cognitive Behavioural Therapy (CaCBT) intervention for Ghanaian basic schools. The study will use a qualitative design incorporating ethnographic and Community-Based Participatory Research (CBPR) approaches to explore the cultural norms, social factors, and institutional practices that shape the management of mental health problems among children aged 12-16. Stakeholder perspectives will guide the adaptation process to ensure that the intervention remains relevant, feasible, and sustainable within the local context. Semi-structured interviews with community mental health professionals, educators, and parents will be used for data collection, along with focus group discussions with students. The findings of this study will contribute to developing the first culturally adapted school-based mental health intervention in Ghana, providing a framework for improving mental health outcomes, closing treatment gaps, and informing policy reforms. This study is an important step towards improving mental health services for young adolescents in basic educational institutions in Ghana.