Covenant International Journal of Psychology (CIJP). Vol.6 No.

1, June 2021
ISSN : p. 2682-535x e. 2682-5368 DOI: xxxxxxxxxx
An Open Access Journal Available Online

Counselling Services and Mental Health Status of Nigerian

University Students

Gbone Adunola Okunaiya & Comfort O Omovre

Corresponding author:
gboneokunaiya@gmail.com, omovrecomfort3@gmail.com

Received: 18.06.2020 Accepted: 23.05.2021

Date of Publication: June 2021

Abstract

Attempts and incidences of suicide among undergraduates in Nigerian universities has become disturbingly high in
recent times, inviting concerns about the mental health status of the students and the perception of roles of guidance
and counselling (G&C) services institutions. This study assessed accessibility to G&C services and mental health
status of Nigerian University students. A cross-sectional survey involving a random sample of 346 students, yielding
a response rate of 91.5% was conducted. A self-developed structured questionnaire adapted from related studies was
used for data collection. Data was summarized using descriptive statistics of frequencies, percentages and means.
There was high awareness (86.1%), low utilization (28%) of G&C services and high mental health awareness (89.6%)
among the respondents. 48.3% of the respondents were secretive about mental health status and 67.6% of them
wouldn’t confide in a close-knit friend. 62.1% and 60.7% had ever felt depressed and hopelessness. The respondents
considered academic work as strenuous (83.0%) and that bad grades had devastating impact (88.4%). Respondents
affirmed that G&C would help reduce mental illnesses (93.4%) and improve academic performance (69.9%). Nigerian
undergraduates has high awareness but low utilization of G&C services. Despite their high mental awareness rate,
they also have high risk of mental health problems, of which academic stressors may be a contributor. Majority of the
students believe that G&C services may mediate mental illness and improve academic performance. It is
recommended that Universities should reposition G&C services in their institutions to help mitigate the spate of mental
illness and suicide among students.
Keywords: Mental Health, University students, Suicide, Intervention

47
Introduction
Suicide is the act of deliberately killing oneself.
Suicide is among the three leading causes of
death for young people under 25 (WHO EMO,
2020). The World Health Organization (WHO)
(2016) estimates that suicide is the18th leading
cause of death, accounting for 1.4% of all deaths
worldwide, and that 9% of all suicide cases occur
in low- and middle-income countries. In Nigeria,
one out of every 10,000 people commit suicide, a
fourth of which were students (WHO, 2016). In
2019, 15 suicide cases were recorded across 12
universities (Oluyemi, 2019).
Risk factors for suicide ideation among university
students is multifactorial including psychosocial
factors such as hopelessness, violence, and lack
of social belonging (Gvion et al, 2015; Santos et
al, 2017). These factors are triggered by harsh
socioeconomic realities, religious and sexual
orientation, pressure from family and peers,
alcohol addiction and depressive symptoms
(Eskin et al, 2011; Mackenzie et al, 2011;
Teixeira-Filho et al, 2012). Guidance and
Counselling (G&C) has been shown to be an
effective mental health support that is available to
people on the brink of committing suicide
(University of Massachusetts, 2020). A study that
examined the relationship between school-based
z 2 Xp(1 − p)
SS =
1 + z 2 Xp(1 − p)
E2N
Where: z = Z value (e.g. 1.96 for 95% confidence
level), p = population proportion (0.5), E = purpose of the study was explained to the
margin of error (e.g., 0.05 = ±5), N = population
size and SS = Sample size. Based on the sample
size, 38 respondents each were expected to be
drawn from each of the faculty. Sample process
took place at 10 randomly selected lecture halls
belonging to the respective faculties. Students
taking classes within 11:00 am and 2:00 pm in the
mental health services and academic achievement
for middle school students showed improvement
in reading among students (Williams, 2012).
Furthermore, Johnson (2014) submits that G&C
is beneficial for both troubled and stable students.
While G&C services have been mainstreamed
into the Nigerian educational system (FGN,
2014), more studies on school-based G&C
services have been heavily focused on secondary
schools than on tertiary institutions (Ahmadu,
2007; Lasode et al, 2017). Attempts and
incidences of suicide among undergraduates in
Nigerian universities has become disturbingly
high in recent times, inviting concerns for the
mental health status and the roles of G&C
services in the institutions. This study assessed
accessibility to G&C services and mental health
status of Nigerian University students.
Materials and Methods
This cross-sectional survey involved
undergraduate students of the Obafemi Awolowo
University, Ile-Ife, Nigeria. A randomization
process was utilized in sampling the respondents
from 10 out of the 11 Faculties in the university
to achieve good representation of the population.
Based on the University students' population of
30,000, a sample size of 380 was obtained using
the formula (Todd, 2016) –
E2
selected halls were approached for survey. The
consenting respondents and the questionnaires
were shared accordingly. Only, 346 of the 380
questionnaires distributed were returned, yielding
a response rate of 91.5%.
48
The questionnaire employed in this study was
self-developed from previous studies
(Areabyijere, 2015; Owusu et al, 2018) and tested
for its face and content validity. The three-section
questionnaire was applied on self-administration
mode. Section A sought information on
awareness and accessibility of G&C services.
Section B was about self-reported mental health
status and perception, as well as how mental
health status and influence academics. Section C
assessed the perceived roles of G&C services.
Data analysis
Data was summarized using descriptive statistics
of frequency, percentages and standard deviation.
Statistical Package for the Social Sciences
(SPSS) version 20 was used for the data analysis.
Results
Table 1 shows the socio-demographic
characteristics of the respondents. The
respondents were fairly equally drawn from each
of the faculties. Females (54.3%), those in the 400
level of students (40.2%), those in the 21 – 25
year (58.1%), and those of Christian religion
(80.3%) constituted the majority of the
respondents. Table 2 shows the results on
awareness of University's G&C services. There
was high awareness (86.1%) but low utilization
(28%) of G&C services. From the result, only
28% of the respondents had ever utilized G&C
services. Accessibility of University's G&C
services to respondents is presented in table 3.
Although the respondents assert that the G&C
services are open to all (63.5%) and that the
counsellor seemed experienced (61.8%),
however, they reported that G&C services needs
to be improved upon (69.0%). While, 45.2% of
the respondents felt always welcome at the G&C
unit, 42.2% of them felt judged at the unit.
Respondents' mental health status and awareness
is presented in table 4. From the results, 70.2% of
the respondents didn't have close knit friends and
67.6% of them would not confide in friends.
Some of the respondents exhibited hopelessness
(60.7%) and depression (62.1%). Generally, there
is high mental health awareness (89.6%) but less
than half of the population (48.3%) would discuss
their mental health status with anyone. The
respondents in this study are aware that
depression is a form of mental illness (89.9%) and
that G&C would help reduce mental illnesses
(93.4%).
Table 5 shows respondents' perception about
mental health status and academics. A majority of
the respondents submit that academic work is
strenuous (83.0%) and that bad grades are
devastating (88.4%). Academic non-
performance affects mood (71.4%), put the
respondents under pressure because of parental
expectations (50.9%), and makes some of them
secretive about their academics to their parents
(28.3%). The respondents in this study are
concerned about their mental health (76.3%) and
that of their peers (76.9%). There was a tendency
to play down on negative mental health indicators
among the respondents, as a majority of them felt
that mood swings and sad feelings are normal for
everybody (71.9%). However, the respondents
correctly assert that prolonged sad moods can be
an indication of depression (83.2%) and that
depression can lead to suicide (89.3%). The
respondents where almost unequivocal that
suicide was wrong (86.9%) and were displeased
about the increased suicide rates among youths
(87.3%). The Perceived roles of G&C services is
presented in table 6. The respondents largely
perceived G&C as relevant for psychosocial
health. Specifically, it was reported that G&C
could be helpful in reducing suicide (84.1%) and,
improve and boosts mental health (82.1%).
80.6% of the respondents submit that G&C is for
all of these purposes (emotional, physical,
mental, career, social and academic) and
specifically, 69.9% of them reported that G&C
could improve academic performance.
49
Table 1: Socio – demographic characteristics of respondents (N=346)
Characteristics Frequency Percentage %)
Age group
Less than 20 years 130 37.6
21 – 25 years 201 58.1
26 years and above 15 4.3
Religion
Christianity 278 80.3
Islam 65 18.8
Others 03 0.9
Gender
Male 158 45.7
Female 188 54.3
Source: Field Survey 2019

Table 2: awareness of university's guidance and counselling services

Item Yes No
Are you aware of the G&C unit in Obafemi Awolowo 298 (86.1%) 28 (13.9%)
University?
Have ever felt at any time that you needed the services of 189 (54.6%) 157 (45.4%)
the guidance and counselling unit?
Are you aware whether your peers or colleagues know about 164 (47.4%) 182 (52.6%)
the services of the guidance and counselling unit?
Have you ever recommended Guidance and Counselling 125 (36.1%) 221 (63.9%)
Services to anyone of your colleagues?
Has anyone of your peers ever expressed the need to use the 204 (59.0%) 142 (41.0%)
guidance and counselling services?
Have you utilized the guidance and counselling unit in 97(28.0%) 249(72%)
Obafemi Awolowo University?
I will be happy to visit the G&C again 45(46.3%) 53(54.5%)
I have visited the G&C more than once 41(42.1%) 56(39.1%)
Source: Field Survey 2019

50
Table 3: Accessibility to university's guidance and counselling services
Statement A I D
n (%) n (%) n (%)
The G&C environment was clean 48(49.5) 35 (36) 14(15.2)
and conducive
The G&C staff were readily 42(43.2) 32 32.9) 24
available to attend to me (20.25)
The G&C unit was located in a place 59(60.7) 24 (24.7) 15(15.4)
I consider safe
I found it very easy to visit the G&C 44 (45.2) 16 (16.5) 38(39.2)
often
I felt I am always welcome at the 44(45.2) 32 (32.9) 22(22.6)
G&C unit
I felt G&C is open to anybody at all 62(63.5) 21 (21.6) 15(15.4)
I felt relaxed and free at the G&C 53(56.0) 28 (28.9) 17 (17.5)
unit
I felt understood at the G&C unit 47(48.5) 29 (29.8) 21(21.7)
I felt judged at the G&C unit 41(42.2) 29 (29.8) 28(28.9)
I could tell all my problems at the 45(46.3) 29 (29.8) 24(24.7)
G&C session
The guidance counsellor was 57 (58.6) 26 (26.8) 15
understanding (15.4%)
The guidance counsellor was nice 50 (51.5) 30 (30.9) 17(17.5)
The G&C service was helpful 49 (50.5) 30 (30.9) 19(19.5)
My problem was solved at the G&C 42(43.2) 32(32.9) 24(24.7)
unit
I can refer my friends in need for 58(59.7) 23 (23.7)
G&C services
I believe all that was discussed will 49(50.5) 33 (34.0) 15(15.5)
be held confidential
The guidance counsellor seemed 60 (61.8) 22 (22.7) 15(15.4)
experienced
The G&C staff were well equipped 48(49.5) 26 (26.8) 17(17.5)
I felt the G&C services could be 67(69.0) 14 (14.4) 16(16.4)
improved upon
Source: Field Survey 2019

51
Table 4. Self-report mental health status and perception
Item Yes No
I feel like I didn’t have close-knit friends 243 (70.2%) 103 (29.8%)
I feel like I don’t have close-knit friends to confide in 234 (67.6%) 112 (32.4%)
I have felt hopeless about particular situation(s) 210 (60.7%) 136 (39.3%)
I have felt depressed 215 (62.1%) 131 (37.9%)
I have heard of mental health awareness 310 (89.6%) 36 (10.4%)
I have discussed my mental health status with someone 167 (48.3%) 179 (51.7%)
I am aware of the various forms of mental illness 285 (82.4%) 61 (17.6%)
Depression is a form of mental illness 311 (89.9%) 35 (10.1%)
Every form of mental illness can be managed 292 (84.4%) 54 (15.6%)
I think guidance and counselling would help reduce mental 323 (93.4%) 23 (6.6%)
illnesses
Source: Field Survey 2019

Table 5: Perception about Mental Health Status and Academics

STATEMENT A I D
Freq (%) Freq (%) Freq (%)
Academic work is strenuous 287(83.0) 51 (14.7) 08 (2.3)
Bad grades are devastating 306 (88.4) 24 (6.9) 16 (4.7)
My parents have high 298(86.1) 38 (11.0) 10 (2.9)
expectations of my academic
performance
Peer pressure can cheer one 295(85.2) 36 (10.4) 15 (4.4)
up in bad times
Parents support regardless of 282 (81.5) 48 (13.9) 16 (4.6)
bad results is encouraging
I feel under pressure because 176(50.9) 83 (24.0) 87(25.1)
of parental expectations
My grades affect my mood 247(71.4) 53 (15.3) 46 (13.3)
I can't confide in my parents 98 (28.3) 58 (16.8) 190(54.9)
about my academics
I have people I can confide in 248(71.7) 67 (19.4) 31(8.9)
I am concerned about my 264(76.3) 46 (13.3) 36(10.4)
mental health
I am concerned about my 266(76.9) 47 (13.6) 33(9.5)
friend's mental health
My friends and I understand 247(71.4) 77 (22.3) 22(6.4)
the importance of mental
health

52
 My friends are concerned 224(64.7) 77 (22.3) 45 (13.0)
about my mental health
I ask for help when I'm in 234(67.6) 73 (21.1) 39 (11.3)
need

I understand the difference 267(77.2) 52 (15.0) 27(7.8)

between sadness and
depression
Mood swings and sad 249(71.9) 66 (19.1) 31(8.9)
feelings are normal for
everybody
Prolonged sad moods can be 288(83.2) 52 (15.0) 06 (1.7)
an indication of depression
and must be carefully
accessed
Depression can lead to 309(89.3) 29 (8.4) 08 (2.3)
suicide
Suicide is wrong 301(86.9) 20 (5.8) 25 (7.3)

There has been a displeasing 302(87.3) 36 (10.4) 08 (2.3)

increase in suicide rates
among youths
Source: Field Survey 2019

Discussion Okocha & Alika, 2012; Oye et al, 2012). The

This study assessed accessibility to G&C services
and mental health status of Nigerian University
students. The students who responded in this
study were fairly evenly spread across the various
faculties and disciplines in the university. Also,
the sample was comparable in terms of gender but
skewed along religious affiliation. The higher
proportion of Christians in the study may be a
reflection of the religious dominance among the
University population. A high awareness
(86.1%) was found in this study. The high
awareness of G&C services among University
students in this study may be linked with
provision for G&C in the Nigeria National Policy
on Education (Alao, 2009). Accordingly, G&C
services are offered at different levels of
education levels, as they are believed to play
significant role in academic and psychosocial
emotional development (Nwachukwu, 2007;
impact of G&C has been explored in secondary
schools (Nkechi, 2016; Nwonyuku, 2017) in
Nigeria than in the University settings (Lasode et
al, 2017). There is an apparent dearth of studies
on students' awareness of G&C services in the
University settings in Nigeria. However, one
similar study among undergraduates' students
from a Nigeria university found a 91.9%
awareness rate (Lasode et al, 2017).
Another finding of this study revealed a low
utilization (28%) of G&C services among
Nigerian University students. A similar study
found by Lasode et al (2017) found a higher
utilization rate (52.7%) of G&C services among
Undergraduate students of the Federal University
of Agriculture, Abeokuta, Nigeria. Challenges
that affect effective utilization of G&C services
has been identified in other studies (Oguzie,
2014; Monicah and Boitt, 2016). The rate of use
53
of G&C services call to question the relevance or
need for repositioning of the services for the
purposes that it is intended. Accordingly, some
investigators have recommended that the
guidance counsellors and school administration
should encourage and promote the role of G&C
in effective teaching and development of children
in schools (Anyi, 2017; Were and Wanyama,
2017). In line with this submission, Nyarko-
Sampson (2016) advised that counsellors should
explore and employ attractive strategies to
students to patronize guidance and counselling
services. In the University settings, the modus
operandi of counselling varies across institutions.
Counselling tasks are provided by non-
professional lecturers, as well as specialist
guidance who are in charge of helping students
deal with personal challenges, especially those
related to their academics.
The findings of this study on perceptions of
Nigerian undergraduates about G&C services
indicate that the students were aware the G&C
services are open to all and that counsellors have
requisite experience to carry out their duties,
while there is also room for improvement. The
students in this study expressed some level of
positive perception about G&C services and the
counsellors. Right perception of G&C is an
important factor for uptake and patronage of the
services. Findings from earlier studies are varied,
while some reported positive perception towards
G&C services (Eyo et al. 2010; Karangu and
Muola, 2011), other reported negative
perceptions (Edet, 2008; Nyaga, 2013). Most of
these studies were carried among secondary
school and College of Education students, thus,
revealing an apparent dearth of studies on the
perception of students towards G&C services in
the University settings. It is adducible that
positive perception about G&C services among
the University student may be associated with
their experience of G&C at secondary school
level, involvement of G&C unit in freshmen
orientation programmes and referrals by peers or
staff. Furthermore, while some of the students in
this study felt always welcome at the G&C unit
(45.2%), while others felt judged at the unit
(42.2%). Students' experiences with guidance and
counselling sessions have been reported in few
studies. Personal characteristics of counsellor has
been reported as a major contributor to clients'
perception of counselling sessions (Bahari et al,
2014). Cohen et al (2006) acknowledges that
students seek G&C services for several reasons,
not limited to enquiry about sexual orientation,
academic stress, psychosocial issues relating to
mood, sadness, anxiety and depression,
emotional or verbal abuse, as well as for difficult
decisions or in case of lack of parental guidance.
For these issues, students will seek a listening ear
rather than being judged or viewed as odd.
Another finding of this study revealed that the
students had high mental health awareness
(89.6%), as well as knowledge about forms of
mental illness (82.4%). Mental health awareness
has become front burner issue among educators
as a significant aspect of a school's function and
curriculum (Fazel et al, 2014; Kiran, 2015) In the
light of the foregoing, some professionals have
called for incorporating mental health education
as a mandatory aspect of all schools (Tessa,
2014). In this study's context, mental health
education is still not a compulsory part of
education, the students on their own accord must
have explored to acquire information on it. It is
believed that students who do not receive mental
health education perform more poorly in school
during times of vulnerability (Muller, 2015). In
this study, about 1 of every 2 students would be
covert about their mental health status. Mental
health has been described as a hidden crisis
affecting many students (Jennifer, 2010) While
the reports of the students about not having close-
knit friends to confide in may contribute their
covert disposition about their mental health,
anecdotally, stigma associated with mental
54
illness, perhaps is a stronger factor in the context
of this study. According to Martin (2010) stigma
is a strong force that typically inhibit high
university student from disclosing their mental
health to staff for fear of discrimination during
schooling and in later professional employment.
Over 60% of the students in this study affirmed
to have felt depressed at a time. A similar study
by Dabana & Gobir (2018) among Nigerian
university undergraduates found that 58.2% of
the students have had depression. January et al
(2018) in a systematic review acknowledge that
depression and anxiety symptoms are common
among university students in low-and middle-
income countries. Another finding of this study
shows that a majority of the students (89.9%)
were aware that depression is a form of mental
illness, and that guidance and counselling would
help reduce mental illnesses (93.4%). In concert
with the findings of this study, a study has shown
a high mental health awareness among university
students (Lasode et al, 2017) while some other
studies have reported Mental health literacy as
low among university students (Nguyen Thai
Nguyen, 2018; Aluh et al, 2019)
Mental health literacy is defined as knowledge
and beliefs about mental disorders which aid their
recognition, management or prevention (Dev et
al, 2017). Furthermore, in line with the finding of
this study, authors have shown that counselling
have significant effect on mental health of
students (Matliwala, 2017; Tuchili and Ndhlovu,
2018). In line with the foregoing, many of the
students support that G&C could be helpful in
reducing suicide and improve and boosts mental
health.
More than half of the students in this study
affirmed to having had feelings of hopelessness
(60.7%). A systematic review asserts that
hopelessness based on hopelessness scale scores
have increased over the years, from 1978 to 2010,
especially among American students (Lester,
2013). There is an apparent dearth of such studies
among Nigerian students. More findings from
this study show that the students had a tendency
to play down on negative mental health
indicators, by alluding to mood swings and sad
feelings as normal for everybody. However, some
of the students assert that prolonged sad mood is
indication of depression and that depression can
lead to suicide. A large population of the students
avered that suicide was wrong and were
displeased about the increase in suicide rates
among youths.
From this study, 70.2% of the students don't have
close knit friends while 67.6% of them would not
confide in friends. For many students, university
offers the first experience for connectedness to
peers, outside of the traditional family
relationship. The shift in emotional attachment
from parents to peers/friends is not automatic or
swift. Literature is sparse whether lack a
supportive close friendship is linked with mental
health problems in young people. However,
having close friends is reported to be helpful in
managing emotional stress among young people
(Meurlin & LoBello, 1999). A study by Cho &
Bae (2005) among Korean adolescents found that
a poor relationship with one's friends was
significantly associated depression, anxiety,
withdrawal. The study further states that poor
quality in the close friendships could result in
feelings of isolation or rejection that contribute to
greater risk for mental health problems.
A majority of the students in this study perceived
academic work as strenuous (83.0%). The
students in this study state that bad grades are
devastating and affects their mood. Academic
stress among university students has been a
topical issue often hinged on its impact on
students' performance and the deleterious effects
on the psychosocial health of students (Heikkila
et al, 2012; Ganguly et al, 2013; Bataineh,
Marwan., 2013; Reddy et al, 2018). Students in
this study attest that parental expectations about
55
their academics is a cause of pressure and in turn
they become secretive about their bad grades.
However, about 70% of students reported that
G&C could improve academic performance, as
well as, serve other purposes (emotional,
physical, mental, career, and social).
Conclusion
Nigerian undergraduates have high awareness but
low utilization of G&C services. Despite their
high mental awareness rate, they also have high
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