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PERCEIVED CAUSES OF SOCIAL ANXIETY AMONG IN-SCHOOL ADOLESCENTS IN ZARIA METROPOLIS: IMPLICATION FOR COUNSELLING
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Social anxiety is a prevalent psychological condition that significantly affects the well-being and academic performance of in-school adolescents. Understanding the perceived causes of social anxiety among this population is crucial for developing effective counseling interventions. This study aimed to explore the perceived causes of social anxiety among in-school adolescents in Zaria Metropolis and discuss the implications for counseling.
A qualitative research design was employed, and data were collected through semi-structured interviews with a sample of in-school adolescents who reported experiencing social anxiety. Thematic analysis was used to identify key themes and patterns related to perceived causes of social anxiety.
The findings revealed several perceived causes of social anxiety among in-school adolescents in Zaria Metropolis. Firstly, interpersonal factors such as fear of negative evaluation, peer rejection, and bullying were identified as significant contributors to social anxiety. Secondly, academic-related pressures, including performance expectations, fear of failure, and public speaking, emerged as prominent triggers of social anxiety. Thirdly, familial factors such as overprotective parenting, family conflict, and high parental expectations were found to play a role in the development and maintenance of social anxiety.
The implications for counseling are multifaceted. Firstly, counselors should focus on psychoeducation to help adolescents understand social anxiety and its causes. Secondly, cognitive-behavioral interventions can be employed to address maladaptive thinking patterns and develop coping strategies to manage social anxiety symptoms. Thirdly, social skills training and assertiveness training can enhance adolescents' social competence and reduce social anxiety. Additionally, counselors can collaborate with schools to implement anti-bullying campaigns and create supportive and inclusive environments.
In conclusion, this study sheds light on the perceived causes of social anxiety among in-school adolescents in Zaria Metropolis. The findings highlight the need for comprehensive counseling interventions that target interpersonal, academic, and familial factors. By addressing these perceived causes, counselors can effectively support adolescents in managing and overcoming social anxiety, thereby promoting their overall well-being and academic success.
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