Department of Psychology and Education

Exploratory study of adverse childhood experiences, campus adjustment, and psychosocial well-being of students in colleges of education, Ghana

2026-06-23T12:20:59Z

Exploratory study of adverse childhood experiences, campus adjustment, and psychosocial well-being of students in colleges of education, Ghana Nordzi, G. The academic and pedagogical development of student teachers in Ghana’s Colleges of Education has received considerable scholarly attention; however, their psychosocial wellbeing and campus adjustment, particularly among those with histories of early adversity, remain underexplored. This study addressed this critical gap by exploring the effects of childhood adversities on the lived realities and adjustment trajectories of firstyear student teachers. Grounded in the Emerging Adulthood Theory, the Transactional Model of Stress and Coping, principles of Narrative Therapy, and Judith Herman Trauma Theory, the research adopted an interpretative phenomenological analysis (IPA) to understand how participants made meaning of their past experiences in relation to their present academic and social adjustment in the colleges. Data were collected through semi-structured interviews, document analysis, and observation involving thirty-six participants comprising fifteen first-year student teachers, fifteen peers, and six lecturers, drawn from Bonsu (all-male), St. Adom (all-female), and Nhyira (mixedgender) Colleges of Education. A mixed-purposive sampling strategy was employed, incorporating maximal variation, volunteer, criterion, and referral sampling techniques to ensure diversity and relevance in participants lived experiences. The findings revealed that unresolved childhood adversities contributed to emotional dysregulation, social withdrawal, and academic disengagement, which collectively undermined students’ psychosocial wellbeing and campus adjustment. However, the study also uncovered evidence of resilience and personal initiative, as participants employed strategies such as structured routines, peer support, and counselling to navigate their challenges. The study concluded that students with Adverse Childhood Experiences (ACEs) exhibited signs of emotional distress, including fear, sadness, anger, and low self-worth, which negatively impacted their relationships, academic focus, and performance. These emotional difficulties were linked to higher levels of anxiety, depression, and hopelessness, reducing their ability to cope with stress and fully engage in college life. The study contributes to the growing discourse on trauma-informed practice in African higher education and highlights the urgent need for institutional reforms. It recommends the establishment of trauma-sensitive support systems, faculty training in trauma and psychosocial responsiveness, and the integration of policies that promote inclusive and emotionally supportive learning environments. A thesis submitted to the School of Graduate Studies in partial Fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Counselling Psychology) Department of Counselling Psychology Faculty of Applied Behavioural Sciences in Education JUNE, 2025

The effect of solution-focused brief therapy and cognitive behaviour therapy on psychological functioning of trainee-nurses in Ledzokuku Greater-Accra

2026-06-10T12:37:36Z

The effect of solution-focused brief therapy and cognitive behaviour therapy on psychological functioning of trainee-nurses in Ledzokuku Greater-Accra Banibensu, A.A. This study assessed psychological functioning in four domains among trainee-nurses, examining the effectiveness of the Solution-Focused Brief Therapy (SFBT) and Cognitive Behaviour Therapy (CBT) in enhancing students’ psychological well-being. The research utilized a randomized experimental design with imperfect control group due to real-world constraints. With this pretest-posttest randomized control group design, sixty participants were purposively chosen based on their OQ45.2 scores and were randomly assigned to experimental and control groups. After eight sessions of therapy, the study found that nursing-trainees experienced Symptoms Distress, Interpersonal Relationship, Risk and Social Role challenges similarly no matter their intimacy status. Whether they are single and searching for a partner, single but not searching for a partner, in a relationship but not yet married or are married, did not make a difference in their psychological functioning. Similarly, gender made no difference in psychological functioning. Seventy-five percent (75%) of the trainee-nurses were females. The average age of the trainee-nurses was 19 years which means that most of them were emerging adults. More than half of the population (58%) were in relationship. The therapies were statistically and clinically significant in reducing poor psychological functioning, meaning that therapy improved overall well-being in the four domains. Solution-focused Brief Therapy more significantly reduced Interpersonal Relationship challenges, whilst Cognitive Behaviour Therapy had the greatest effect in reducing incidents of Symptom Distress, Risk and Social Role challenges. Regular psychological assessment and therapy is recommended as part of the nursing training curriculum with SFBT and CBT deemed suitable for improving trainee-nurses’ psychological functioning. A thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Guidance and Counselling) in the University of Education, Winneba AUGUST, 2025

Impact of birth order and sibling relationship on school adjustment in senior high schools in the Central Region of Ghana

2026-03-25T13:32:32Z

Impact of birth order and sibling relationship on school adjustment in senior high schools in the Central Region of Ghana Agbakplor, G. This study examined the impact of birth order and sibling relationship on school adjustment among selected senior high schools in the Central Region of Ghana. The study is critical since there is a societal concern about the school adjustment issues that arise when students, both male and female, detach from their homes to pursue academic goals in Senior High Schools. This study therefore looked at the adjustment issues from the perspectives of the students’ birth order and sibling relationship. Relevant literatures that were related to the study were reviewed. In order to be able to measure the variables for the study, four research questions and six hypotheses were developed. The Sequential explanatory Mixed Methods design was used. The main instruments used for data collection were questionnaire and interview schedule. The construct validity of the questionnaire was established using factor analysis and reliability using Cronbach’s alpha. The proportional stratified sampling method was used to select 522 students, and convenience sampling technique was used to select eight (8) students for the qualitative phase. Both descriptive and inferential statistics were used in analyzing the quantitative data. The Pearson Moment Product Coefficient (r), the step-wise multiple regression, the independent samples t-test and the One-Way Analysis of Variance (ANOVA) were used to test the hypotheses. The qualitative data was analyzed using thematic analysis. The study outcomes indicated that birth order of students did not play significant role in influencing variations in academic, institutional, personal/emotional, and social adjustment among students. Additionally, there was a moderate and statistically significant positive correlation between school adjustment and sibling relationships. Moreover, factors such as sibling goal setting, involvement, and encouragement had a significant predictive influence on school adjustment, whereas academic engagement did not. From the study findings, it is recommended that school authorities implement adjustment programs for secondary school students while considering birth order of students when taking decisions about the welfare of students. Senior High Schools are also to eliminate barriers hindering students’ full engagement in schools and create a conducive atmosphere and ensure the availability of social support for students. At home families are to prioritize effective communication and building effective relationship among siblings. The study is very significant to the curriculum developers and policy makers in education; as it serves as valuable information for senior high school administrators, enabling them to develop targeted intervention programs to support students in coping with the demands and challenges encountered in the educational environment. A Thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, Submitted to the School of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Counselling Psychology) in the University of Education, Winneba AUGUST, 2024

Socio demographic variables, social support and acculturative stress among international students in Ghanaian Universities

2026-03-18T15:13:41Z

Socio demographic variables, social support and acculturative stress among international students in Ghanaian Universities Marfo, F This study examined the relationship between socio-demographic variables, social support, and acculturative stress among international students in Ghanaian universities, focusing on Methodist University Ghana (MUG) and Pentecost University Ghana (PUG). Using a pragmatic philosophical orientation, the study adopted an explanatory sequential mixed-methods design. The quantitative phase involved 148 participants selected through stratified random sampling, using the Acculturative Stress Scale for International Students (ASSIS) and the Index of Sojourner Social Support (ISSS). The qualitative phase applied Interpretative Phenomenological Analysis (IPA) to explore lived experiences behind the statistical results. Quantitative findings showed that personal safety (M = 30.16, SD = 8.15) and homesickness (M = 20.76, SD = 5.55) were the most significant stressors, while injustice had the least impact (M = 3.56, SD = 1.24). Regression analysis revealed that age and country of origin significantly predicted acculturative stress, while gender did not. Unexpectedly, social support was positively correlated with acculturative stress (β = .528, p < .001), suggesting that high support may sometimes intensify stress due to unmet expectations or overreliance on social ties. Qualitative results reinforced these findings, showing that while social networks helped students cope with discrimination and language barriers, they could also heighten stress. Francophone students reported greater challenges linked to communication difficulties and social exclusion. Overall, the study highlights the complex nature of acculturation and recommends that universities strengthen culturally sensitive support systems that acknowledge both the protective and burdensome aspects of social relationships, particularly for younger and culturally distant international students A thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate studies in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Counselling Psychology) in the University of Education, Winneba SEPTEMBER, 2025