Perceived Influence of an Integrated Psycho-Sexual Curriculum on Psycho-Affective Maturity among Catholic Celibates in Nairobi, Kenya
DOI:
https://doi.org/10.59952/fzgxs380Keywords:
Psycho-affective maturity, psycho-sexual curriculum, human formation, Catholic celibates, vocational identity, phenomenologyAbstract
Studies have shown that Catholic celibates particularly within African seminaries, have limited perceptions of an integrated psycho-sexual curriculum. This study these perceptions of the influence of an integrated psycho-sexual curriculum on psycho-affective maturity in Nairobi County, Kenya. The study adopted a descriptive phenomenological design to explore participants’ lived experiences. Purposive sampling was used to determine 53 participants comprising 45 seminarians and eight formators from nine Catholic seminaries in Nairobi County. Data were collected through seven focus group discussions and eight semi-structured interviews and analyzed using Colaizzi's (1978) seven-step phenomenological method. Participants perceived the integrated psycho-sexual curriculum as instrumental in developing emotional awareness, emotional regulation, identity integration, self-awareness, emotional resilience, and interpersonal maturity. They further described reflective accompaniment, guided psychological formation, and supportive interpersonal relationships as key processes through which psycho-affective maturity evolved. Conversely, participants associated fragmented psycho-sexual formation with emotional suppression, unresolved personal conflicts, and challenges in vocational identity formation. The findings suggest that psycho- affective maturity is not merely an individual characteristic but a developmental outcome nurtured through intentional psycho-sexual formation. Strengthening integrated psycho-sexual curricula may therefore enhance holistic human formation and support healthy vocational identity among Catholic celibates.
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