A Fireside Chat with our Adolescent Mental Health Specialist

Rebecca Namuli, Mental Health Specialist and Regional Lead for the East Central Region at StrongMinds Uganda, recently led research and writing for the StrongMinds report, “Exploring Adolescent Experiences with Group Therapy.”

Below, Rebecca discusses her past work as a social worker, her work at StrongMinds, and the rewards of helping young people to transform their lives.

Q: Can you tell us about yourself? What did you do before you worked at StrongMinds?

I am Rebecca Namuli, currently serving as an Adolescent Mental Health Specialist and a Regional Lead for the East Central region at StrongMinds Uganda. I bring over a decade of experience in designing and implementing Mental Health and Psychosocial Support (MHPSS) programs across Uganda. 

Since 2019, I have been part of the Adolescent Mental Health Program at StrongMinds overseeing the design and implementation of adolescent mental health programs.

I am currently pursuing a master’s degree in counselling psychology to further strengthen my clinical expertise.

Q: What did you do before you worked at StrongMinds?

Before joining StrongMinds, I worked as a Child Protection Assistant at Compassion International in 2014. My journey in mental health began in 2015 when I joined TPO Uganda (Transcultural Psychosocial Organization Uganda), an organization delivering mental health interventions in humanitarian settings.

As a social worker, I provided child protection and case management support. I structured interventions, and managed child friendly spaces. For five years, I worked across various refugee settlements in Uganda supporting vulnerable children, adolescents, and families affected by displacement.

Q.Describe the work you do at StrongMinds?

At StrongMinds, I serve as an Adolescent Mental Health Specialist and a Regional Lead for the East Central Region, where I oversee adolescent mental health programs. Much of my work involves providing technical guidance and support to district teams.

I also engage in advocacy and stakeholder engagements to strengthen collaboration with relevant ministries to integrate mental health into their existing services.

Q: What do you find rewarding about your work?

What I find most rewarding about my work is witnessing the transformation in adolescents’ lives.

Seeing a young person move from confusion, hatred, anger, sadness, and hopelessness to confidence, happiness, and renewed hope is incredibly fulfilling. Knowing that the mental health support we provide helps them build resilience, develop life skills, and envision a brighter future gives my work purpose. It’s deeply satisfying to see the impact of our interventions not just in resolving immediate challenges, but  preventing further challenges. It also empowers these young people to thrive and lead meaningful lives.  

Another aspect I find rewarding in my work is the opportunity to innovate, test, and refine adolescent mental health interventions. I also value the space to document, share, and publish our learnings.

Q: What do you find challenging about your work?

Like any program, adolescent mental health programming faces several challenges. One is the allocation of therapy time. In many cases, teachers need more time for instruction. 

There are also delays in obtaining parental consent, as some parents do not respond promptly. Mental health stigma remains a concern, but we have seen a significant decline over time due to sustained awareness and sensitization efforts.

Although progress has been made by the Ministry of Education through the Guidance and Counselling Department in supporting school-based mental health interventions, several gaps still exist. These include limited funding for school mental health activities, weak Mental Health and Psychosocial Support (MHPSS) reporting systems, and insufficient monitoring and supervision. Additionally, MHPSS guidelines have been developed but need to be implemented.

Q. You recently authored a report about adolescent life-skills. What was the most surprising thing you learned from writing the report?

The most surprising finding for me was the extent of adolescent transformation following their participation in group therapy. Before therapy, depression had affected multiple areas of their lives, not only their emotions and behavior, but also their interpersonal relationships and academic functioning. 

Many adolescents reported challenges such as poor concentration, school absenteeism, conflicts with peers, siblings, and parents, as well as a pervasive sense of hopelessness. I was struck by how these difficulties translated into real-life consequences. Depression treatment reduced their depressive symptoms and gave them essential life skills. They demonstrated improved emotional regulation, increased self-confidence, better communication, enhanced decision making, and healthier coping strategies. Many said they were more engaged in class, had rebuilt relationships, and regained a sense of hope and purpose.

Overall, this experience highlighted that treating depression in adolescents goes beyond symptom reduction. It gives them practical life skills that significantly enhance their overall well-being and improves their academic outcomes.

Q.What is the relationship between life skills and mental health? How does obtaining life skills help adolescents overcome depression?

Life skills and mental health are closely interconnected. Life skills form a critical foundation for positive mental well-being. Without them, adolescents often feel helpless. They aren’t able to cope. They have difficulty forming and maintaining relationships. All this increases the risk of depression.

On the other hand, when adolescents develop strong life skills, they are better equipped to manage their emotions, navigate challenges, and build healthy relationships. These skills enhance resilience, promote emotional well-being, and enable adolescents to cope more effectively with stress and adversity. As a result, life skills not only help prevent the onset of depression but also support recovery.

Q.What life skills are most important for adolescent girls? Are there different skills that are most important for boys? If so, what accounts for these differences?

Adolescent girls need life skills that build self-worth and help them navigate social pressures. Many girls face vulnerabilities such as body image concerns, peer pressure, social comparison, and sensitivity to criticism. In places like Uganda, these challenges are often compounded by risks such as early marriage, limited participation in decision-making, sexual harassment, and gender-based expectations. 

Therefore, developing these life skills empowers girls to become assertive, have the confidence to say no, and make informed choices. One participant shared that therapy gave her the courage to say no to a forced marriage and insist on staying in school, an outcome that her mother eventually respected. 

For boys, while some life skills overlap, others become particularly important due to different gender norms and social expectations. Skills such as anger management, emotional expression, and conflict resolution are critical. Boys are often socialized to suppress emotions, which may instead manifest through aggression, risk-taking, or substance use.

These differences in life skills are largely shaped by gender norms and societal expectations. From an early age, girls are generally encouraged to express emotions but may be disempowered in decision-making, while boys are discouraged from emotional expression altogether.

Therefore, life skills programs should be gender-responsive, equipping both girls and boys with the skills needed to navigate their unique challenges and support their mental well-being and overall development.

Q.What is something you think is unique about working with adolescents?

Working with adolescents is unique because of their energy, curiosity, and openness. They are highly engaging and, when provided with a safe and supportive space, they are often honest about their struggles unlike many adults who may mask their challenges. 

Adolescence is a critical developmental stage where young people are forming their identities, figuring out who they are, and are highly sensitive to peer influence and others’ perceptions. This makes it a transformative period. With the right support, they can thrive, but without it, they may be at greater risk of developing mental health issues.

Q: What frustrates you about working with adolescents?

One of my biggest frustrations comes from seeing many adolescents feel powerless in their situations. Some make remarkable progress in therapy, yet they often return to environments such as abusive homes or communities that triggered their difficulties. They are then unable to maintain their gains. 

Because they are not yet independent, these circumstances can lead to relapse if interventions do not also address family and school contexts. 

There is also the complexity of the challenges adolescents face, often beyond their control, including abuse, family conflicts, and social pressures. 

Stigma and fear of being judged can prevent them from opening up, even in serious situations. Many mask their struggles while appearing “okay.” This can make it extremely difficult for them to seek help, sometimes with tragic outcomes. Unfortunately, there have been recent cases in Ugandan secondary schools where adolescents have attempted or completed suicide.

Q: What inspires you about working with adolescents?

Witnessing young people overcome their challenges. They often enter therapy carrying intense emotions of fear, hopelessness, isolation, and negative self-perceptions. Over time, we see remarkable transformations: smiles return, hope is renewed, confidence grows, and they actively engage in school and life again. Seeing adolescents embrace therapy and rebuild their lives is deeply motivating.

On a personal level, having worked with adolescents for over a decade, their vulnerability inspires me to be more innovative and creative in designing interventions that truly respond to their needs. 

Recent studies in Uganda highlight a growing burden of mental health concerns among adolescents. When these challenges are addressed early and effectively, young people can thrive and grow into fulfilling adults. But when they are neglected, it raises serious concerns about the kind of future generation the nation is nurturing.

Q: How do you recharge if you feel exhausted by your work?

I am someone who struggles to perform under a lot of pressure, especially when faced with multiple deadlines. I notice early warning signs of fatigue and burnout, such as constant headaches, irritability, difficulty waking up even after a weekend, or forgetting urgent deadlines and meetings. 

When I recognize these signs, I make it a priority to reconnect with myself, take a break and   engage in activities that give me pleasure. For example, listening to Hillsongs, spending time with nature and family, cooking special dishes and watching thriller movies are some of the ways I recharge and regain focus.

Q: What do you wish everyone understood about adolescent mental health?

I wish everyone could understand that adolescent mental health challenges are real, common, and treatable. Adolescents are exposed to a lot of vulnerabilities as they grow up. Some stay in  abusive homes. Some must cope with broken families, child-headed households, lost parents, or they are under pressure from peers. This can all trigger depression, anxiety, behavioral difficulties, and attention problems. Many struggle in silence due to stigma or fear of being judged.

When these issues are not addressed early, they can have long-lasting effects into adulthood and, in some cases, may even lead to suicide which is the second leading cause of death among adolescents. Early intervention is therefore critical, not only for the wellbeing of young people but also because it is cost-effective, promotes social stability, strengthens human capital, and supports overall community wellbeing.

Q: What are some improvements you have personally witnessed in adolescents who have been treated for depression?

Equally important are the secondary benefits. Many adolescents demonstrate improved educational outcomes, including better class grades, enhanced concentration, and reduced school absenteeism. They also develop a renewed sense of hope about life. 

Through therapy, they build self-esteem and confidence. They become more capable of making informed decisions, especially as they learn to be assertive and open about issues affecting them. They are better equipped to manage challenges. They show improvements in anger management and emotional regulation.

In addition, adolescents gain stronger interpersonal skills, enabling them to improve relationships with peers and address challenges within their families. They also develop greater resilience and healthier coping strategies. 

Also, teachers trained to facilitate Group Interpersonal Therapy (IPT-G) in schools report improved classroom management, increased teaching effectiveness, and reduced disruptive behaviors among learners. This highlights the broader impact of mental health interventions not only on students but also on the overall school environment.