International Journal of Research and Innovation in Social Science

Submission Deadline- 15th July 2025
July Issue of 2025 : Publication Fee: 30$ USD Submit Now
Submission Deadline-04th July 2025
Special Issue on Economics, Management, Sociology, Communication, Psychology: Publication Fee: 30$ USD Submit Now
Submission Deadline-18th July 2025
Special Issue on Education, Public Health: Publication Fee: 30$ USD Submit Now

Teens Alive: Navigating the Challenges of Teenage Life through Counselling

  • Oluwatoyin Gladys Obikoya
  • 3158-3169
  • Jun 10, 2025
  • Psychology

Teens Alive: Navigating the Challenges of Teenage Life through Counselling

Oluwatoyin Gladys Obikoya

Wisdom Gate International School.146/148 East/West Road, Phc, Rivers State.08037657656

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000245

Received: 01 May 2025; Accepted: 05 May 2025; Published: 10 June 2025

ABSTRACT

This study on “Teens Alive: Navigating the Challenges of Teenage Life Through Counselling” investigated the role of counselling in helping teenagers overcome key societal challenges. Specifically, the objectives were: to examine the effect of behavioural therapy counselling on teenagers’ involvement in substance abuse, to assess the influence of counselling-based mentoring on teenagers’ self-esteem and identity development, and to determine how sensitization campaigns by counsellors affect teenagers’ ability to handle cyberbullying. The study adopted a quasi-experimental research design using a cross-sectional survey and regression analysis. A total of 500 students were sampled from ten (10) secondary schools in five (5) L.G.As in Rivers East Senatorial District, Rivers State, through multistage sampling. Data was collected via structured questionnaires and analyzed using descriptive and inferential statistics. The results showed that behavioural therapy had a significant negative effect on substance abuse (R² = 0.24, B = -0.52, p < 0.001), counselling-based mentoring positively influenced self-esteem and identity formation (R² = 0.34, B = 0.63, p < 0.001), and sensitization campaigns significantly improved teenagers’ ability to cope with cyberbullying (R² = 0.20, B = 0.54, p < 0.001). The study concluded that counselling interventions play a transformative role in adolescent development and recommended the institutionalization and strengthening of counselling services in schools to mitigate teenage vulnerabilities and foster holistic growth.

Keywords: Teenage Counselling, Behavioural Therapy, Mentoring, Cyberbullying

INTRODUCTION

The question of who a teenager is has been an issue of global concern. This is because the numerical, biological and mental indicators used for classification of a teenager differs from one place to another. However, Steinberg (2014) stated that the concept of teenager is often used to refer to the stage of adolescence. However, biological age, an individual aged 13-19 years old is often used to refer to a teenager and this is the point at which the individual is shifting across different developmental domains to a higher one (Lianingsih and Lestari, 2025). Children at this stage of development experience some form of biological, cognitive, psychological and social changes that occur during this time and this affects the way they relate, react and respond to societal issues.

Teenagers form a significant part of the global population and also have a fairly large share of the population distribution across different subnational levels. Just as the population of teenagers are significant, the attitude and experience of teenagers also calls for great attention as this stage marks a significant transition from childhood to adulthood. Daminabo et al., (2022) stated that most people at this stage in life lack certain knowledge, skills, experiences and capacities which they need to take decisions and actions that should be for their benefit and that of other people in their family, school and community at large.

Since no teenager can live in isolation, their actions affect the society they live in, just as the society also affects their action and inactions. Bell (2016) asserted that young people at this stage face a complex interaction between their biological and cognitive development and this can result to great harm, danger and implications if not properly managed. Similarly, Kumar (2024) mentioned that no two teenagers are the same and as such, the way they handle the challenges that life throws at them are equally not the same. This means that while societal experiences of some teenagers can have light implication, same experience can have more devastating effect on others and this calls for some sense of urgency especially among counsellors. “The role of teenagers in society is significant and the hope, future citizens, and leaders of tomorrow are the young people of today” (Nicolo, 2022) and as such, all the necessary assistance must be given to them to enable them live a meaningful life.

The teenage life is characterized by different opinions about life issues which if not properly managed can affect the future of the child. Nwankwo et al. (2010) noted that young people within this age bracket are prone and inundated to lifestyles, learning, orientations, experimentations, activities and experiences from their parents, school teachers and peers that can positively or negatively influence their composure, stability, dedication, commitment, participation and resourcefulness to the affairs in both the school and society (Okere, 2025). However, while it is easier for teenagers to manage their orientation about their immediate environment, managing life challenges thrown at them by the society can be detrimental if not properly managed. Bell (2016) pointed out that the social thinking of this young people is affected by societal issues around their environment. Khan et al. (2020) stated that this is “a stage where rapid changes occur in biological, psychological and social development of an adolescent” and the societal challenges thrown at them can affect their overall development.

The purpose of this study is to investigate how teenage life challenges can be navigated through counselling. Specifically, the research aims to examine the effect of behavioural therapy counselling on teenagers’ involvement in substance abuse, and assess the influence of counselling-based mentoring on teenagers’ self-esteem and identity development. The study also seeks to determine how sensitization campaigns by counsellors affect teenagers’ ability to handle cyberbullying.

The following hypotheses guide this study:

H₁: Teenagers who receive behavioural therapy are significantly less likely to engage in substance abuse than those who do not.

H₂: Counselling-based mentoring has a positive impact on teenagers’ self-esteem and identity development.

H₃: Teenagers exposed to sensitization campaigns by counsellors exhibit better coping strategies for cyberbullying than those who are not.

LITERATURE REVIEW

The fact that an average teenager in Nigeria faces a myriad of societal challenges while growing up cannot be overemphasized. These challenges differ from one locality to another and it not properly managed can affect their future development. Some of these societal issues confronting an average teenager today includes but are not limited to the following:

Substance Abuse: One of the problems with teenagers today is the desire to explore their environment and this includes trying out the mental and social benefits of different substances which includes alcohol and drugs.

Alcohol/Drugs: In developing and developed economies, about 2/3 of students have been said to have attempted the consumption of alcohol by the time they get to the last year of their senior high (Johnson et al., 2014). Other students who wish to explore even more have attempted the use of drugs which have had several developmental implications. Drugs such as alcohol, marijuana, Indian hemp etc. are often used by some teenagers who are often in search of acceptance and relevance within their environment. Recently, Nigerian teenagers and youths are also engaged in the consumption of locally produced substances such as ‘Mpuru Miri’ n Anambra State and Indian hem in the north and all of these call for concern (Geeraert et al., 2024).

Cyberbullying: There is no doubt that there is an increase in access to digital technologies among teenagers and Ahmed et al. (2011) pointed out that this is even resulting to addictive behaviours among them. This is because majority of these teenagers use these technologies both on and off school hours for social media activities. This has resulted to increased cases of cyberbullying such as body shaming, use of derogatory statements among others. This results to reduced self-esteem and in some cases suicidal intentions due to the inability to manage this situation.

Family Crises: Family breakdown has been one of the major problems affecting young people today due to marital/family fall outs. This has left a lot of young people without proper care and exposure to social and economic challenges. Family disintegration which is more pronounced in the polygamous family setting, which is a common experience in Nigeria, leaves a lot of teenagers helpless and vulnerable (Fedorovich and Kunts, 2022).

Mental Health: The social, economic and cultural setting of the Nigerian society sometimes exposes teenagers to a lot of pressure that leads to mental health crises. Similarly, the problem of peer pressure and the intention to copy their friends especially in this age of internet fraud and cultism has put some teenagers under lots of pressure resulting to mental health problems.

Teenage Pregnancy: In recent times, there has been a rise in teenage pregnancy in developing countries just like the developed ones which calls for concern (Olmoguez et al., 2023). Several teenagers who have been victims of early pregnancy have been forced to discontinue their education, abandon their future aspiration and some have even ended up abusive relationships.

Intolerance: There are several teenagers who show sense of intolerance both with people who are younger and older than them and this is often because these teenagers feel that their opinions are not usually in line with what other people think about them and this often result to dissatisfaction and their inability to tolerate those around them.

Loss of Loved One: One of the devastating challenges that young people face is the loss of a loved one. This is usually more devastating when it is the loss of the breadwinner of the family or any member of the family who is mot loved by the family. This Loss of a loved sometimes result to an attitude of withdrawal from the public which results to mental challenges for young people.

Teenagers also face other problems within their immediate environment which affects their overall development and this includes the problem of reproductive health challenges, learning disorder, inability to manage a healthy relationship, stress and cultural barriers which hinder their overall development. These problems need to be properly addressed in order to give young people a meaningful life even in a challenging society.

Unlike the ability of adults to respond to the societal challenges that come their ways, teenagers are susceptible to several societal challenges and some of the factors that aggravate this vulnerability include but are not limited to the following:

Lack of `Formal Education: The fact that teenagers are often within the lower space of education makes it difficult for them to respond to the societal challenges that come their way from an informed position. Education they say is power and the limited level of education which most teenagers have, makes them less informed about how to deal with societal challenges that they face. More worrisome is the fact that some of these teenagers lack formal education as seen in the high level of out of school children in Nigeria and this makes it difficult for them to respond properly to the societal challenges that confront them when it arises (Mogbana and Edward, 2022).

Lack of Social Support: The level of social support available to young people remains very low in developing countries like Nigeria when compared with what obtains in other developed counties. Access to counselling and rehabilitative services, free and compulsory basic education and other empowerment benefits remain low in Nigeria. This makes a lot of teenagers to seek for other alternatives for meeting these needs which can sometimes expose them to societal ills. Teenagers who seek to meet their personal needs on their own sometimes expose them to further societal complexities.

Lack of Parental Support: Parents play a significant role in the life of their teenage children, but in recent times, some parents have failed to effectively play their parental role to their children and this exposes them to societal challenges. The high rate of family breakdown also increases the number of vulnerable teenagers who have been left at the mercy of the society to find their own way of survival. The lack of parental interventions has therefore made these teenagers to be exposed to different societal crises.

Teenage Mistakes: Teenage pregnancy has made several teenagers vulnerable to other social problems which has made them more exposed to danger (Anayochukwu, 2022). Teenage life is characterized by the intention to explore their immediate environment and some of these young people have ended up making wrong life choices. However, when this happens, the inability to immediately adjust makes some of these young people to further engage in more grievous societal problems.

Several other factors expose young people to different societal ills and Shipra Sirohi (2022) mentioned some of these determinants to include social media, hormonal changes, peer pressure and mental health. In the face of increased technological adoption and use such as the growth of the social media space. It has become easier for teenagers who own or have access to mobile phones to engage in different antisocial activities even from the comfort of their homes.

Furthermore, peer influence and pressure has also compelled some teenagers to engage illicit behaviours that they would ordinarily have avoided. This usually happens within their clique and social networks which can force them to behave in the way that is agreed by the group whether it is beneficial or not. Other biological factors such as hormonal changes are also triggers of antisocial behaviours that teenagers are forced to adopt from the society (Lala and Odedokun, 2025).

Teenagers are important to the society just as the society is also important to their overall development. However, when teenagers engage in antisocial behaviours which is thrown at them by the society, this often have several devastating effects on them and their immediate society. These implications include but are not limited to the following:

Reduced Manpower: The manpower of any nation comes from its people and the teenage population is an essential manpower component of any society. However, when these young people are exposed to societal ills that is beyond their control, this has a long run effect on the development of the quality of manpower needed by the nation (Lianingsih and Lestari, 2025). Raising a crop of young people who are into substance abuse, violated and deprived can affect their mental, social and physical development which affects the development of the quality of human capital needed for the growth and advancement of the nation.

Reduced Self Esteem: The self-esteem of young people who are victims of societal crises can be hampered if they fail to get quick interventions. Teenagers who have been exposed to different societal crises may end up losing their identify which can affect their ability to compete in the wider society.

Suicidal Intentions: Some young people have engaged in suicidal intentions as a result of the level of dissatisfaction with the bad experiences that the society throws at them. There are several teenagers that have intended or even committed actual suicide as a result of parental negligence, breakdown in relationship, body shaming, cyber bullying among other societal problems. This number is likely to continue to increase if proper interventions are not provided where and when necessary.

Increased Societal Risk: When the number of violated, abused and deprived teenagers increase in a society, this increases the rate of societal risks and challenges. This means that the number of bad behaved teenagers may increase which constitutes a societal threat both in the short and long run. There is no doubt that a developing country like Nigeria has continued to battle with cases of teenagers who are into terrorism, prostitution, kidnapping and so on and this constitutes a great societal risk for other people in the society. Any country who fails to manage the social problems of its teeming teenagers exposes itself to a future filled with crises (Muritala, 2025).

Increased Health Problems: Teenagers who face the above societal challenges are most likely to experience health crises such as mental health, nervous breakdown, emotional imbalance, and other health crises. Societal challenges such as broken homes, substance abuse, and the likes can result to various problems which can constitute health problems for the teenagers.

The role of the counsellor in mitigating the societal problems thrown at these teenagers cannot be overemphasized. Scholars such as Anayochukwu (2022) pointed out that the family, the church, the school, the mass media, and the peer groups seem to be nonchalant in doing their duties in assisting teenagers live a meaningful life and the contribution of counsellors remains very essential. Some of the interventions that the counsellors can provide for the teenagers includes the following;

Behavioural Therapy: Counsellors have a huge role to play in the provision of behavioural therapy to teenagers in order for them to overcome the societal challenges confronting them from the society. Majority of the problems that teenagers face from the society are behavioural and there is need for a behavioural therapy to change this narrative and the counsellor has a huge role to play in this regard. When this is done, it enables the teenager to recover quickly and live a meaningful life.

Mentoring: Counsellors have a role to play as mentors for teenagers who have or are likely to be exposed to poor societal experiences. Teenagers are no doubt constantly in search of their own identify and they often look up to people around them to shape their own identify. It is no news that young people have role models in the music, fashion and sports industry among others and this is because they are in search of their own identify (Milašiūnaitė and Goštautaitė, 2023). Counsellors therefore have a role to play in assisting this young people develop the right image which will culminate to the development of their personal identity.

Sensitization: Counsellors have a huge role to play in sensitizing young people and creating awareness on how they can manage the various challenges that life throws at them. Nicolo (2022) stated that “counselling assist in developing an awareness of one’s strengths and aptitudes, a positive viewpoint for removing negative tendencies, and the resourcefulness and self-discipline needed to adjust to social changes”.  This sensitization which can be done either by using the traditional or electronic medium needs to be louder and expanded so as to provide adequate information at the disposal of these teenagers, irrespective of their location so as to enable them acquire the needed information that will enable them navigate these challenges which the society throws at them (Zauddin and Bakar, 2022).

Counsellors also have other roles they can play such as providing referral services to teenagers who need more professional assistance to deal with the problems around them and the counsellor also needs to create an environmentally friendly space though the interaction of the teenager and other agents of the society such as the family and immediate environment on how the teenager can get out of these crises.

METHODOLOGY

Research Design

This study adopted a quasi-experimental research design using a cross-sectional survey approach. This design is suitable because it allows the researcher to assess how counselling can be used to navigate the challenges of teenage life. The quasi-experimental approach provides the flexibility to work with naturally occurring groups and captures the real-life context of counselling exposure among teenagers. Although the quasi-experimental design provides real-life insights, it does not eliminate the influence of confounding variables such as socio-economic status, family background, peer pressure, and prior exposure to counselling. These factors may have influenced the outcomes but were not directly controlled for in this study. Future studies should consider advanced statistical controls or randomized experimental designs to minimize these limitations. The survey method supports large data collection across different schools in Rivers East Senatorial District, enabling effective statistical analysis such as regression to test relationships between defined proxies.

The target population comprises teenagers aged 13-19 years enrolled in secondary schools within Rivers East Senatorial District, Rivers State. This population is chosen because teenagers within this age bracket are developmentally within adolescence and are likely to be affected by societal challenges highlighted in the study. This group also typically interacts with school counsellors, making them ideal for evaluating counselling’s effect. Rivers East Senatorial District is made up of eight (8) Local Government Area. Which are: Emohua, Obio/Akpor, Port Harcourt City, Ikwerre, Okrika, Etche, Omuma and Ogu-Bolu. The selection of this region is informed by its urban-rural diversity, providing a good representation of socio-economic and educational differences among teenagers.

A sample size of 500 students was selected using multistage sampling. First, purposive sampling was used to select ten (10) secondary schools (5 public and 5 private) schools that have operational counselling services from five (5) local government areas out of the eight in the district precisedly Obio/Akpor, Port Harcourt City, Ikwerre, Okrika and Etche. Also, 100 students were selected from each local government area making a total of 500 students. Next, stratified random sampling ensured representation across gender, school types (both public and private secondary schools), and class levels (junior and senior secondary). This technique ensured inclusivity and accounts for variability in counselling access and societal challenges. A sample size of 500 is statistically adequate for regression analysis and ensures generalizability of findings to the wider teenage population in the senatorial district.

The main instrument for data collection was a structured questionnaire, divided into sections. Section A collected demographic information. Section B focused on the extent and type of counselling interventions (e.g., behavioural therapy, mentoring, sensitization). Section C measured responses to societal challenges such as substance abuse, cyberbullying, and self-esteem. Items used a 5-point Likert scale for ease of quantification. The instrument was validated through expert review and piloted on a subset of students to ensure clarity and reliability before full administration.

Validity and Reliability of the Instrument

To ensure the accuracy and appropriateness of the research instrument, both validity and reliability measures will be employed. Content validity will be established through expert review by professionals in educational psychology, counselling, and measurement and evaluation. These experts will assess whether the questionnaire items adequately cover the constructs of counselling interventions and teenage societal challenges. Suggestions provided will be incorporated before the final version is administered.

Reliability will be determined through a pilot study involving 30 students from a school within Rivers East Senatorial District that is not part of the main sample. The Cronbach’s Alpha coefficient will be calculated to assess internal consistency of the scales. A reliability coefficient of 0.70 or higher will be considered acceptable. This process ensures that the instrument yields consistent and dependable results across various items and administrations.

Model Specification

To test the hypotheses, the following linear regression models is used:

Substance Abuse Model:

Y1 = β0 1X1 + ϵ

Where:

Y1 = Frequency of substance use (proxy for substance abuse)

X1 = Exposure to behavioural therapy sessions (proxy for counselling)

Self-Esteem Model:

Y2 = β0 + β1X2 + ϵ

Where:

Y2 = Self-esteem score from self-assessment scale
X2 = Participation in mentoring programs

Cyberbullying Coping Model:

Y3 = β0 + β1X3 + ϵ

Where:

Y3 = Score on cyberbullying coping ability
X3 = Exposure to sensitization activities

Definition of Proxies for Variables

Independent Variables (Counselling Interventions):

X₁: Behavioural Therapy: measured by frequency of counselling sessions focused on behaviours modification.

X₂: Mentoring Participation: measured by frequency of mentor-mentee interactions.

X₃: Sensitization Exposure: measured by number of sensitization programs attended.

Dependent Variables (Teenage Challenges):

Y₁: Substance Abuse: measured by self-reported frequency of alcohol or drug use.

Y₂: Self-Esteem: measured using a standardized self-esteem scale (e.g., Rosenberg Self-Esteem Scale).

Y₃: Coping with Cyberbullying: measured by responses to questions on ability to manage or report cyberbullying.

METHOD OF DATA ANALYSIS

Data collected was analyzed using regression analysis to test the effect of counselling interventions (independent variables) on teenagers’ response to societal challenges (dependent variables). Descriptive statistics summarized the demographic data and prevalence of challenges. Regression tested the strength and significance of the relationships proposed in the hypotheses. This method was chosen because it allowed prediction and explanation of the variance in teenage outcomes due to counselling efforts. Significance was tested at 0.05 level using SPSS version 23.

FINDINGS AND DISCUSSION

Table 1: Descriptive Statistics of Key Variables

Variable N Minimum Maximum Mean Std. Deviation
Behavioural Therapy Exposure 500 1 5 3.42 0.94
Substance Abuse Frequency 500 1 5 2.11 0.78
Mentoring Participation 500 1 5 3.87 0.89
Self-Esteem Score 500 1 5 3.95 0.84
Sensitization Campaign Attendance 500 1 5 3.56 0.91
Cyberbullying Coping Ability 500 1 5 3.73 0.86

Table 1 presents the descriptive statistics of the key variables used in this study across the sample of 500 students. The mean score for behavioural therapy exposure is 3.42 (SD = 0.94), indicating a moderate level of counselling interaction focused on behaviours modification among the students. This suggests that a reasonable portion of the population has access to or participates in behavioural counselling, though some may still be underserved.

Substance abuse frequency records a lower mean of 2.11 (SD = 0.78), implying that while not widespread, substance use still exists at moderate levels, warranting intervention. Interestingly, mentoring participation scores the highest mean at 3.87 (SD = 0.89), showing strong engagement with counselling mentors, which may have positive developmental implications.

Self-esteem scores are also relatively high with a mean of 3.95 (SD = 0.84), indicating that most students perceive themselves positively. This may correlate with the level of mentoring and support received. The mean value of sensitization campaign attendance is 3.56, showing considerable awareness efforts are in place, which is critical in addressing issues such as cyberbullying.

Finally, the mean score for cyberbullying coping ability stands at 3.73 (SD = 0.86), suggesting that many students have moderately developed strategies to respond to online harassment. Overall, the descriptive statistics reveal moderate to high engagement with counselling services and varying degrees of societal challenge experiences. These foundational results support deeper investigation through regression analysis in subsequent tables.

Table 2: Regression Analysis – Effect of behavioural therapy counselling on teenagers’ involvement in substance abuse

Variable B Std. Error Beta t Sig. (p-value)
(Constant) 3.87 0.23 16.83 0.000
Behavioural Therapy -0.52 0.07 -0.49 -7.43 0.000
R = 0.49, R² = 0.24, Adjusted R² = 0.23, F(1, 498) = 55.23, p < 0.001

Table 2 presents the results of the regression analysis examining the effect of behavioural therapy on teenage substance abuse. The regression model is statistically significant, with an R² of 0.24, indicating that 24% of the variation in substance abuse can be explained by behavioural therapy exposure. The negative unstandardized coefficient (B = -0.52) shows that increased participation in behavioural therapy is associated with a significant reduction in substance abuse behavior among teenagers.

The Beta coefficient (-0.49) confirms the strength of this inverse relationship. The t-statistic (-7.43) is substantial, and the p-value (0.000) is less than 0.05, confirming statistical significance. This implies that counselling interventions focused on behavioural reform are effective in deterring teenagers from experimenting with or abusing substances like alcohol and drugs.

This finding supports the first hypothesis and aligns with the literature that indicates behavioural interventions help reshape attitudes and reduce risk-seeking behavior in adolescents. Given that only one independent variable was used, the model’s Adjusted R² (0.23) is strong, emphasizing that behavioural therapy alone has a considerable impact. These findings highlight the importance of institutionalizing behavioural therapy sessions in schools, especially in urbanized areas of Rivers East where exposure to substance abuse might be higher.

Table 3: Regression Analysis – The influence of counselling-based mentoring on teenagers’ self-esteem and identity development

Variable B Std. Error Beta t Sig. (p-value)
(Constant) 2.75 0.20 13.75 0.000
Mentoring Programs 0.63 0.06 0.58 10.50 0.000
R = 0.58, R² = 0.34, Adjusted R² = 0.33, F(1, 498) = 110.25, p < 0.001

Table 3 presents the regression result assessing the influence of counselling-based mentoring on teenagers’ self-esteem and identity development. The R² value of 0.34 indicates that mentoring explains 34% of the variance in self-esteem scores, a strong figure for a single independent variable model. The positive unstandardized coefficient (B = 0.63) signifies that increased participation in mentoring is associated with higher self-esteem and identity clarity among students.

The Beta value (0.58) suggests a strong positive relationship, while the t-statistic (10.50) and significance level (p < 0.001) confirm that the result is statistically significant. This implies that mentoring programs embedded in school counselling services have a profound impact on how teenagers view themselves and develop a sense of self-worth and direction.

This finding confirms the second hypothesis, demonstrating the vital role counsellors play beyond academic guidance by serving as trusted mentors and role models. Effective mentoring not only aids emotional well-being but also enhances resilience, confidence, and motivation to pursue personal and educational goals. In contexts like Rivers East Senatorial District, where peer influence and social instability may disrupt teenage identity formation, mentoring provides a stabilizing and empowering effect.

Table 4: Regression Analysis – How sensitization campaigns by counsellors affect teenagers’ ability to handle cyberbullying

Variable B Std. Error Beta t Sig. (p-value)
(Constant) 2.89 0.18 16.06 0.000
Sensitization Attendance 0.54 0.07 0.45 7.71 0.000
R = 0.45, R² = 0.20, Adjusted R² = 0.19, F(1, 498) = 59.46, p < 0.001

Table 4 reveals the relationship between teenagers’ attendance in counselling sensitization campaigns and their ability to cope with cyberbullying. The model yields a statistically significant R² of 0.20, indicating that sensitization campaigns account for 20% of the variation in coping strategies among teenagers. The unstandardized coefficient (B = 0.54) suggests that exposure to awareness programs increases the likelihood of teenagers adopting effective cyberbullying coping strategies.

The Beta value (0.45) reflects a moderate-to-strong positive relationship. The t-value (7.71) and p-value (0.000) confirm high significance. These results affirm the third hypothesis and highlight the effectiveness of counselling-led sensitization initiatives. With cyberbullying being a pervasive issue among teenagers especially those highly engaged in digital platforms, counsellor-driven education on digital safety and resilience plays a crucial role.

This finding has important policy implications. Schools and education authorities in Rivers East should prioritize regular sensitization sessions focused on online behavior, privacy, and coping mechanisms. It also underscores the need for partnerships between schools, parents, and ICT bodies to foster safe digital environments for adolescents.

DISCUSSION OF FINDINGS

The findings of objective one on the effect of behavioural therapy counselling on teenagers’ involvement in substance abuse show that behavioural therapy significantly reduces substance abuse among teenagers. The regression result (R² = 0.24, B = -0.52, p < 0.001) indicates that a 1-unit increase in behavioural therapy exposure leads to a 0.52-unit decrease in substance abuse frequency. This suggests that behavioural counselling interventions, such as guidance on decision-making and peer resistance, are effective deterrents. The negative Beta value (-0.49) reinforces the inverse relationship, highlighting behavioural therapy as a crucial tool in tackling drug and alcohol experimentation among adolescents in Rivers East Senatorial District.

The second objective is assess the influence of counselling-based mentoring on teenagers’ self-esteem and identity development. The study found that counselling-based mentoring has a strong positive impact on teenage self-esteem. The regression analysis (R² = 0.34, B = 0.63, p < 0.001) revealed that increased participation in mentoring correlates with a significant rise in self-esteem scores. The Beta coefficient of 0.58 and a t-value of 10.50 confirm the strength and reliability of this relationship. These results suggest that mentorship fosters identity formation, emotional security, and self-worth in teenagers. Mentors provide role models and guidance that build resilience, making teenagers more capable of handling life challenges.

Objective three determined how sensitization campaigns by counsellors affect teenagers’ ability to handle cyberbullying. The analysis confirmed that sensitization campaigns significantly enhance teenagers’ ability to cope with cyberbullying. Regression results (R² = 0.20, B = 0.54, p < 0.001) indicate a moderate but meaningful relationship. A Beta value of 0.45 suggests that students exposed to awareness programs are 45% more likely to report, resist, or emotionally manage cyberbullying than their unexposed peers. These findings validate the effectiveness of sensitization as a preventive and empowering strategy, highlighting its importance in digital safety education and teenage psychological protection.

The findings have several important implications for educational institutions, policymakers, and mental health professionals. Firstly, the significant impact of behavioural therapy on reducing substance abuse implies that schools must prioritize access to trained counsellors and allocate time for regular therapy sessions. It also underscores the necessity for government and NGOs to fund behaviours modification programs targeting at-risk youth.

Secondly, the positive influence of mentoring on self-esteem and identity development implies that mentorship structures should be institutionalized within school counselling units. Schools could pair students with staff or trained peer mentors to provide regular support.

Thirdly, the effectiveness of sensitization campaigns in improving cyberbullying coping skills demonstrates the critical role of awareness and education. Digital literacy programs should be embedded in the school curriculum, while counsellors should run routine sessions on online safety.

Collectively, these results reinforce the necessity of embedding structured, well-funded counselling services in educational systems across Nigeria, especially in regions like Rivers East Senatorial District where exposure to societal challenges is high. If implemented effectively, these interventions can improve not only the immediate well-being of teenagers but also enhance long-term societal stability by raising healthier, more resilient future adults.

CONCLUSION

Teenagers cannot exist in isolation and as such must interact with other members of the society at one point or the other. However, in the course of these interactions, there are social, emotional, and mental challenges that the society throws at them and the need to equip these teenagers on how they can deal with these challenges cannot be overemphasized. These teenagers who are vulnerable therefore require proper support to manage these challenges and counsellors play a crucial role in order to change this narrative for the advancement of the teenager and the nation as a whole both in the short and long run.

Behavioural therapy was shown to significantly reduce substance abuse among teenagers (R² = 0.24, B = -0.52, p < 0.001), highlighting the importance of structured therapeutic interventions in discouraging risky behaviours. Similarly, counselling-based mentoring had a strong positive influence on self-esteem and identity development (R² = 0.34, B = 0.63, p < 0.001), demonstrating that positive guidance relationships are vital in shaping adolescents’ self-perception and confidence. Furthermore, sensitization campaigns were found to significantly improve teenagers’ ability to cope with cyberbullying (R² = 0.20, B = 0.54, p < 0.001), affirming the role of awareness and education in psychological resilience and digital safety. Collectively, these findings show that counselling is not merely supportive but transformative in shaping teenage outcomes. The proxies used which are therapy exposure, mentoring participation, and sensitization attendance were all significantly correlated with reduced social risks and enhanced personal development. This suggests that counselling should be repositioned as a core developmental service in educational institutions, rather than an auxiliary one. In a region like Rivers East Senatorial District, where socio-economic and cultural pressures are intense, effective counselling programs offer both preventive and corrective support. These findings advocate for increased investment in counselling infrastructure, personnel training, and policy support to ensure consistent delivery of these services. If properly implemented, such efforts could dramatically improve teenagers’ ability to withstand societal challenges, reducing future rates of substance abuse, identity crises, and cyber-induced trauma. Ultimately, counselling emerges as an indispensable tool in helping teenagers live meaningful, safe, and purpose-driven lives, with long-term benefits for societal growth and national development.

Limitations Of the Study

This study is geographically limited to the Rivers East Senatorial District in Nigeria, which may affect the generalizability of the findings to other regions with different socio-cultural and economic contexts. Additionally, the reliance on self-report questionnaires introduces potential biases, particularly social desirability bias, as respondents may have provided socially acceptable answers rather than truthful responses. While the study’s quasi-experimental design provided valuable insights, it also lacked randomization, which limits the ability to fully control for confounding variables. Factors such as parental involvement, peer influence, and socio-economic status may have independently influenced the outcomes but were not explicitly accounted for in the analysis. Despite the limitations, the study provides actionable insights for policymakers and education administrators. Institutionalizing counselling services, training more qualified counsellors, and integrating mentoring programs into the formal education system can substantially mitigate teenage vulnerabilities. Moreover, schools should adopt a holistic support framework that includes parental engagement, social support structures, and mental health interventions to address the broader spectrum of challenges faced by adolescents. Future research should incorporate longitudinal designs to explore the long-term effects of counselling interventions and identify potential mediating and moderating variables that shape these relationships.

Suggestions For Future Research

Further studies should consider expanding the geographical scope to include diverse cultural and socio-economic settings, thereby improving the generalizability of findings. Longitudinal research designs are recommended to assess the long-term impacts of behavioural therapy, mentoring, and sensitization campaigns on teenage development outcomes. Additionally, future research should explore potential mediating variables, such as family dynamics, peer relationships, and community support systems, to provide a deeper understanding of how counselling interventions exert their influence. Comparative studies across different regions or even countries could also shed light on cultural differences in the effectiveness of counselling strategies.

ACKNOWLEDGEMENT

Special thanks to the selected management and students of the sampled schools in Rivers East Senatorial District, Rivers State for providing me with the data for this study.

Conflict of Interest

There was no conflict of interest as the data was collected from the students and management of the sampled secondanry schools in Rivers East Senatorial District, Rivers State, hence no financial and time commitment was experienced as this was done during the schools break periods.

Ethical Approval

The study adhered to ethical guidelines, ensuring that participation was voluntary, and respondents’ confidentiality was maintained. All participants were informed of the study’s purpose and assured that their responses would only be used for academic purposes. No personal identifiers were collected to ensure anonymity.

REFERENCES

  1. Ahmed, I., Qazi, T. F. & Perji, K. A. (2011). Mobile phone to youngsters: Necessity or addiction. African Journal of Business Management, 5(32), 12512-12519
  2. Anayochukwu, G. I. (2022). Teenage pregnancy and its consequences: Evidence from a South-eastern rural community of Nigeria. Journal of Social, Humanity, and Education, 2(3), 245-267
  3. Bell, B. T. (2016) Understanding adolescents. In: Little, L., Fitton, D., Bell, B. T. & Toth, N. (eds.). Perspectives on HCI research with teenagers. Springer
  4. Daminabo, D. A. F., Teibowei J. & Ajibua, O. M (2022). Teenagers’ challenges and its implications on social adjustment of secondary school students in Obio/Akpor Local Government Area of Rivers State: International Journal on Economics, Finance and Sustainable Development, 2022, 1-27
  5. Fedorovich Kostyuk, M., & Kunts, E. V. (2022). The impact of deviant behavior on juvenile delinquency: current state of the problem. Ius Humani. Revista de Derecho, 11(1), 15-27.
  6. Geeraert, J., Rocha, L. E., & Vandeviver, C. (2024). Navigating the social maze: An integrative review on the social network properties of deviant peer influence in adolescent networks. Deviant Behavior, 45(7), 947-964.
  7. Johnson, L. D., O’Malley, P. M., Bachman, J. G., Schulenberg, J. E. & Miech, R. A. (2014). Monitoring the future national survey results on drug use, 1975–2013. Institute for Social Research, University of Michigan
  8. Khan, I., Yudthakajkumthorn, C. & Jaroenpong, W. (2020). Challenges of adolescence: International Journal of Science Technology and Management, 9(3), 104-110
  9. Kumar, P. (2024). Some ordinary problems of adolescence, and their solutions: International Journal for Multidisciplinary Research, 6(2), 1-12
  10. Lala, O. H., & Odedokun, S. A. (2025). Criminal Behaviour Tendencies: Concepts, Prevalence, Consequences and Compassion-Focused Therapy. NIU Journal of Legal Studies, 11(1), 17-26.
  11. Lianingsih, N., & Lestari, M. (2025). The Role of Guidance and Counseling Teachers in Addressing Juvenile Delinquency: A Literature Review. International Journal of Ethno-Sciences and Education Research, 5(1), 25-29.
  12. Milašiūnaitė, V., & Goštautaitė, G. (2023). Divergent Approaches: Navigating Varied Perspectives on Delinquency Prevention Between Teachers And Police In General Education Schools. Public Security and Public Order, (34), 151-168.
  13. Mogbana, M. A., & Edward, C. O. (2022). Deviant Behaviours in Schools: Implications for Counselling. Journal of Educational Research & Development, 5(1).
  14. Muritala, R. A. (2025). Perceived consequences and control measures of deviant behaviours among the public senior secondary students in Ilorin Nigeria. KWASU International Journal of Education (KIJE), 7(1), 336-345.
  15. Nicolo, E. (2022). Significance of counselling and guidance in adolescents’ life: Global Science Research Journals, 6(2), 1-2
  16. Nwankwo, B., Nwoke, E., Chukwuocha, U., Obanny, A., Nwoga, K., Iwuagwu, U. & Okereke, C. (2010). Prevalence and predictors of anti-social behaviours: A cross-sectional survey of adolescents in secondary schools in Owerri Municipal, Southeast Nigeria. Pakistan Journal of Social Sciences, 7(2), 129-136
  17. Okere, R. O. (2025). Deviant Behaviours Among Students: The Role of The Teacher and Implication for Counselling.
  18. Olmoguez, C. E. B., Prac, Q. U. H. & Quinones, M. B. (2023). Experiences, challenges, and lessons learned on teenage pregnancy: Global Scientific Journals, 11(5), 2607-2685
  19. Sirohi, S. (2022). How can counselling help teenagers to set their career goal: International Journal of Research in Academic World, 1(13), 30-31
  20. Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt
  21. Zauddin, N. A., & Bakar, A. Y. A. (2022). The role of guidance and counseling teachers in dealing with deviant behavior of school students. ASEAN Journal of Community and Special Needs Education, 1(2), 75-80.

Article Statistics

Track views and downloads to measure the impact and reach of your article.

0

PDF Downloads

4 views

Metrics

PlumX

Altmetrics

Paper Submission Deadline

Track Your Paper

Enter the following details to get the information about your paper

GET OUR MONTHLY NEWSLETTER