A STUDY OF SLANG USAGE BY FEMALE STUDENTS IN ABIA STATE UNIVERSITY

ACKNOWLEDGMENTS The researcher do greatly appreciate his supervisor Dr. I. E. Udom, for his attention and inputs towards the success of this work. The researcher appreciate the Head of Department, Prof. F. Modo, the Exam Officer Dr. Hanson, the project Co-ordinator, Mr. Usenobong Donald, Dr. N. U. Akpan, Dr. Getrude Udoh, and other lecturers in the Department and in the Faculty whose names are not mention here for their contributions to the success of his academic throughout his days in the University. The researcher particularly appreciate his beloved parents Mr. Emmanuel Nyong and Mrs. Rose Emmanuel Nyong as well as his siblings Uduak and Arit Emmanuel Nyong for their time, courage, prayers and understanding during the process of his work. The gratitude of the researcher would be incomplete if he fails to mention his colleagues particularly Ido Effiong Asuquo who supported him through motivation and concern towards this academic. Finally, the researcher appreciates everyone that contributed to the success of this work in one way or the other. ABSTRACT The study investigated the influence of group counselling on substance abuse among secondary school students in Itu Local Government Area. Four purposes, four research questions and four hypotheses were formulated and tested at .05 level of significance. A descriptive survey design was adopted for the study and the population of the study was nine thousand, two hundred and forty three (9,243) Senior Secondary one (SS 1) students in Itu Local Government Area. The study sample was a total of one hundred and fifty (150) senior secondary one (SS 1) students in two (2) selected public secondary schools in study area. The systematic random sampling technique was adopted in the selection of 75 SS 1 students in each of the two sampled schools. The researcher developed questionnaire entitled "Influence of Group Counselling on Substance Abuse among Secondary School Students Questionnaire (IGCSASSSQ)" that was used for data collection. Descriptive statistics mean and standard deviation was used in answering the research questions, while research hypotheses was tested at .05 level of significance. The findings of the study revealed a significant influence of imitative behaviour, disseminating information, group cohesiveness and coping mechanism on substance abuse among secondary school students in Itu Local Government Area. Conclusion was drawn from the findings and the researcher recommended that school counsellors should be proactive in disseminating information on the dangers of substance abuse in the lives of secondary school students. TABLE OF CONTENTS Page Title page i Declaration ii Certification iii Dedication iv Acknowledgments v Abstract vi Table of Contents viii List of Tables x CHAPTER ONE: INTRODUCTION 1.1 Background of the Study 1 1.2 Statement of the Problem 5 1.3 Purpose of the Study 6 1.4 Research Questions 7 1.5 Research Hypotheses 7 1.6 Significance of the Study 8 CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1 Theoretical Framework 10 2.1.1 Social Learning Theory (Albert Bandura, 1977) 10 2.1.2 Self-Efficacy Theory: (Albert Bandura 1977) 12 2.1.3 Group Therapy Theory: (Irvin Yalom, 1995) 14 2.2 Conceptual Framework 16 2.2.1 Concept of Group Counselling 16 2.2.2 Concept of Substance Abuse 18 2.2.3 Imitative Behaviour and Substance Abuse among Secondary School Students 21 2.2.4 Disseminating Information and Substance Abuse Among Secondary School Students 23 2.2.5 Group Cohesiveness and Substance Abuse among Secondary School Students 25 2.2.6 Coping Mechanism and Substance Abuse among Secondary School Students 28 2.3 Empirical Review 29 2.4 Summary of Literature Review 32 CHAPTER THREE: RESEARCH METHODS 3.1 Design of the Study 34 3.2 Area of the Study 35 3.3 Population of the Study 37 3.4 Sample and Sampling Technique 38 3. 5 Instrument 38 3. 5.1 Validation of the Instrument 38 3.5.2 Reliability of the Instrument 39 3.6 Method of Data Collection 39 3.7 Method of Data Analysis 40 CHAPTER FOUR: DATA PRESENTATION, RESULTS AND DISCUSSION 4.1 Answering the Research Questions 41 4.2 Hypotheses 47 4. 3 Summary of the Findings 51 4.4 Discussion of Findings 52 4.4.1 Influence of imitative behaviour on substance abuse among Secondary School Students in Itu Local Government Area 52 4.4.2 Influence of disseminating information on substance abuse among Secondary School Students in Itu Local Government Area 52 4.4.3 Influence of group cohesiveness on substance abuse among Secondary School Students in Itu Local Government Area 54 4.4.4 Influence of coping mechanism on substance abuse among Secondary School Students in Itu Local Government Area 55 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Summary of the Study 56 5.2 Conclusion 57 5.3 Recommendations 58 5.4 Suggestions for Further Studies 59 References 60 Appendix 65 LIST OF TABLES Table 1 Mean and Standard Deviation of respondents' opinion of Imitative behaviour on substance abuse among secondary school students 42 Table 2 Mean and Standard Deviation of respondents' opinion on disseminating information on substance abuse among secondary in Itu Local Government Area 43 Table 3 Mean and Standard Deviation of respondents' opinion on Group cohesiveness on substance abuse among secondary school students in Itu Local Government Area 44 Table 4 Mean and Standard Deviation of respondents' opinion on coping mechanism on substance abuse among secondary in Itu Local Government Area 46 Table 5 Result of the independent t-test on the influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area 47 Table 6 Result of independent t-test on disseminating information on substance abuse among secondary school students in Itu Local Government Area 48 Table 7 Result of independent t-test of the influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area 49 Table 8 Result of independent t-test on coping mechanism on substance abuse among secondary school students in Itu Local Government Area 51 CHAPTER ONE INTRODUCTION 1.1 Background of the Study Group counselling has been found to have a positive influence on substance abuse among secondary school students. The support and camaraderie that comes from group counselling can encourage students to address their substance abuse issues and work toward recovery. Garnick et al. (2014), stated that group counselling for adolescents with substance abuse issues was associated with decreased substance use and improved mental health outcomes. Garnick further stated that adolescents who received group counselling were more likely to stay engaged in treatment and were less likely to drop out compared to those who received individual counselling only. According to the Substance Abuse and Mental Health Services Administration (SAMHSA), group counselling provides a supportive and non-judgmental environment where adolescents can learn from each other’s experiences and find strength in shared challenges. This can lead to increased self-awareness, improved coping skills, and a sense of community, which are all beneficial in addressing substance abuse issues (Sekol, 2019). Group counselling can be defined as a form of psychotherapy in which a trained therapist leads a small group of people who are experiencing similar issues. The group setting allows individuals to share their experiences, offer support to each other, and learn from one another's perspectives. It provides a safe and confidential space for members to explore their thoughts and feelings, develop coping strategies, and work towards personal growth and healing. According to Corey (2018), group counselling is "a form of psychotherapy directed at simultaneous changes in a number of clients." It offers a unique opportunity for individuals to connect with others who are dealing with similar challenges, which can reduce feelings of isolation and provide a sense of belonging. The group dynamic also allows members to receive feedback and support from multiple perspectives and helps them develop interpersonal skills and empathy. Group counselling can be effective in addressing a wide range of issues, including anxiety, depression, addiction, grief, trauma, and relationship difficulties (Corey, 2018). Research has shown that group counselling can be as effective as individual therapy in addressing mental health concerns (Burlingame, McClendon, & Alonso, 2011). It can also be a cost-effective option for individuals who may not be able to afford individual therapy, as it allows therapists to work with multiple clients at once. Group counselling provides a valuable opportunity for individuals to gain insight, support, and encouragement from their peers, while also benefiting from the guidance and expertise of a trained therapist. It can be a powerful and transformative experience for those seeking personal growth and healing. Additionally, the National Institute on Drug Abuse (NIDA) highlights that group counselling can provide adolescents with a sense of belonging and accountability, as well as opportunities to develop healthy social connections and communication skills, all of which are important in preventing and addressing substance abuse. Group counselling has been shown to have a positive influence on substance abuse among secondary school students, providing them with support, encouragement, and the necessary skills to address their substance abuse issues and work towards recovery. Group counselling has been recognized as an effective intervention in addressing substance abuse among secondary school students. This form of counselling involves a small group of individuals with similar struggles, guided by a trained counsellor, to address their shared concerns in a supportive environment (Marlatt, 2015). This setting provides an opportunity for students to learn from one another, receive and disseminate information, and develop coping mechanisms for their substance abuse challenges (Yalom, 2015 ). Imitative behaviour is a concept within group counselling that can influence substance abuse outcomes among secondary school students (Sekol, 2019). When students observe their peers making positive changes or progress in addressing their substance abuse, they may be motivated to imitate these behaviors. This can lead to a positive ripple effect within the group as individuals inspire each other to make healthier choices and seek support for their substance abuse issues (Miller, 2012). Disseminating information in a group counselling context involves the sharing of knowledge, experiences, and resources related to substance abuse (Sampson, 2013). Members of a group can learn about the consequences of substance abuse, effective coping strategies, and available support services. By exchanging information, students can expand their understanding of substance abuse and develop a more comprehensive toolkit for addressing their challenges (Marlatt, 2015). Group cohesiveness is a critical factor in the effectiveness of group counselling for substance abuse among secondary school students. When group members feel a sense of unity, trust, and belonging, they are more likely to engage actively in the counselling process and support one another. Cohesive groups can provide a safe space for students to express themselves, receive feedback, and work collaboratively towards managing their substance abuse issues (Sekol, 2019). Coping mechanisms are essential objectives of group counselling for substance abuse among secondary school students. Through the counselling process, students can learn and develop various coping strategies to deal with triggers, cravings, and emotional distress that may contribute to their substance abuse (Yalom, 2015 ). By practicing and refining these coping mechanisms within the group setting, students can gain confidence and resilience in their journey towards recovery (Sampson, 2013). Group counselling can have a profound influence on substance abuse outcomes among secondary school students through its impact on imitative behavior, disseminating information, group cohesiveness, and coping mechanisms. By leveraging these subvariables within the context of group counselling, students can benefit from the mutual support, knowledge sharing, and skill-building opportunities that contribute to their overall well-being and recovery from substance abuse. 1.2 Statement of the Problem The prevalence of substance abuse among secondary school students in Itu Local Government Area is ambiguous, students involved themselves in experimentation and driven by curiosity in the variety of substances abuses. Substance abuse among secondary school students in the study area is as a result of lack of effective interventions that has lead students becoming vulnerable to it and causing educational setbacks to the students majorly, students dropping out from schools, students spending most times in police custody regularly, chronic health challenges, cultism rivalries, criminalities, child labour, increase in teenage pregnancy, and unsafe environment. These challenges of substance abuse has led to a decline in academic performance of students, increased risky and violence delinquent behaviour among secondary school students in the study area. Sequence to the factors observed, the researcher embarked on the present study "influence of group counselling on substance abuse among secondary school students in Itu Local Government Area" to unravel the predictive influence of group counselling on substance abuse among secondary school students, and identified an effective solution for addressing substance abuse among students, providing emotional support, sharing experiences, and teaching coping strategies to help students resist and overcome the temptation of drug abuse. By engaging students in group counselling sessions, they are able to build positive relationships, develop good communication and problem-solving skills, and ultimately make better decisions regarding substance use. 1.3 Purpose of the Study The general purpose of this study is to examine the influence of group counselling on substance abuse among secondary school students in Itu Local Government Area. Specifically the study seeks to: 1. examine the influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area. 2. ascertain the influence of disseminating information on substance abuse among secondary school students in Itu Local Government Area. 3. evaluate the influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. 4. examine the influence of coping mechanism on substance abuse among secondary school students in Itu Local Government Area. 1.4 Research Questions The following research questions were raised to address the issues involved in this study: 1. What is the influence of imitative behaviour on substance abuse among secondary school students? 2. What is the influence of disseminating information on substance abuse among secondary school students? 3. What is the influence of group cohesiveness on substance abuse among secondary school students? 4. What is the influence of coping mechanism on substance abuse among secondary school students? 1.5 Research Hypotheses The following hypotheses were formulated for this study: 1. There is no significant influence of imitative behaviour on substance abuse among secondary school students. 2. There is no significant influence of disseminating information on substance abuse among secondary school students. 3. There is no significant influence of group cohesiveness on substance abuse among secondary school students. 4. There is no significant influence of coping mechanism on substance abuse among secondary school students. 1.6 Significance of the Study The significance of the study, the influence of group counselling on substance abuse among secondary school students in Itu local government area is multifaceted and importance for various stakeholders: To students, the study is significant to students as the study aims to provide them with support and tools to address substance abuse issues. Group counselling can offer a safe and non-judgmental space for students to openly discuss their struggles with substance abuse and receive guidance and support from their peers and a trained counsellor. To parents, parents plays crucial roles in addressing substance abuse among their children, therefore, the outcome of the study can provide them with insights into the effectiveness of group counselling as an intervention for their children. It can also raise awareness about the importance of early intervention and support for students struggling with substance abuse. To teachers, teachers are often the frontline in identifying students who may be struggling with substance abuse. Therefore, understanding the impact of group counselling on students’ substance abuse can inform teachers about effective support strategies and interventions within the school setting. To researchers, the study contributes to the body of research on addressing substance abuse among secondary school students, particularly in the context of group counselling interventions. The findings can add to the evidence base for the effectiveness of group counselling in addressing substance abuse in this specific demographic. To regulators and policy-makers, the study’s findings can inform the development of policies and interventions aimed at addressing substance abuse among secondary school students. It can advocate for the inclusion of group counselling services within school settings and the allocation of resources to support such initiatives. The study holds significant implications for various stakeholders by shedding light on the potential impact of group counselling on addressing substance abuse among secondary school students in Itu local government area. It has the potential to empower students, parents, teachers, researchers, and regulators to address substance abuse more effectively within the school and community context. CHAPTER TWO REVIEW OF RELATED LITERATURE This chapter present reviewed of related literature under the following subheadings: Theoretical framework, Conceptual framework, Empirical framework and Summary of literature review. 2.1 Theoretical Framework 2.1.1 Social Learning Theory (Albert Bandura, 1977) The theory posits that people learn by observing others and modeling their behaviour. In the context of substance abuse, this theory suggests that students in group counselling could learn positive behaviours and coping mechanisms from each other. Social Learning Theory is a psychological concept that suggests people learn from observing, imitating, and modeling the behaviours, attitudes, and emotional reactions of others. The theory emphasizes the importance of social influence and interaction in the learning process, and thereby highlighting the role of peers, family, and community in shaping an individual's behaviour and beliefs. The objectives of social learning theory in the context of substance abuse prevention and treatment include: Understanding how individuals learn and adopt drug-seeking behaviours through observation and interaction with their social environment. Identifying the influence of peer groups, family dynamics, and community norms on substance use and abuse among secondary school students. Developing interventions and strategies that leverage the principles of social learning to promote positive behaviours, resilience, and healthy decision-making in the face of peer pressure and environmental triggers. Empowering students to become critical thinkers and active agents in their own socialization process, and fostering a sense of self-efficacy and personal responsibility in resisting substance abuse. In the context of the influence of group counselling on substance abuse among secondary school students in Itu Local Government Area, Social Learning Theory is highly relevant. Group counselling provides a structured platform for students to engage in social learning experiences that can positively influence their attitudes and behaviours related to substance abuse. Through group counselling sessions, students have the opportunity to observe and learn from their peers, as well as receive guidance and modeling from trained counsellors and facilitators. Furthermore, group counselling can help create a supportive and pro-social environment where students can develop coping skills, communication strategies, and resilience to resist substance abuse. By addressing social dynamics, group counselling can also help students navigate peer pressure, develop healthy peer relationships, and challenge negative norms and beliefs related to substance use. The relevant of social learning theory underscores the interconnectedness of social factors in shaping substance abuse behaviours, thereby making group counselling an effective platform for implementing interventions that align with the principles of social learning. By leveraging the power of peer influence, support, and guidance, group counselling can play a vital role in promoting positive social learning experiences among secondary school students and in preventing substance abuse in the Itu Local Government Area communities. 2.1.2 Self-Efficacy Theory: (Albert Bandura 1977) Self-efficacy theory was proposed by psychologist Albert Bandura. The theory talks about the belief in one's ability to succeed in specific situations or accomplish a task. According to this theory, a person's level of self-efficacy can greatly influence their behaviour, motivation, and emotional well-being. In the context of substance abuse among secondary school students, self-efficacy theory plays a crucial role in understanding and addressing the problem. The concept of self-efficacy in the context of substance abuse among secondary school students refers to their belief in their ability to resist peer pressure, cope with stress, and make healthy choices in relation to drug and alcohol use. Therefore, students with high self-efficacy in these areas are more likely to resist the temptation to engage in substance abuse, while those with low self-efficacy may be more susceptible to peer influence and stress-related triggers. The objectives of self-efficacy theory in addressing substance abuse among secondary school students include: Empowering students, by helping students develop a strong sense of self-efficacy, in which they can feel empowered to resist peer pressure and make positive choices regarding substance use. Building coping skills, self-efficacy theory can be used in teaching students effective coping skills to manage stress and negative emotions without resorting to substance abuse. Enhancing motivation, by boosting students' belief in their ability to change their behaviour and make healthier choices, self-efficacy theory can enhance their motivation to engage in treatment and rehabilitation programs. Promoting resilience, by developing high self-efficacy can help students bounce back from setbacks and challenges associated with substance abuse, leading to better outcomes in recovery and relapse prevention. The relevance of self-efficacy theory in the context of group counselling for substance abuse among secondary school students in Itu Local Government Area lies in the fact that group counselling can be an effective platform for building and strengthening self-efficacy. Through group counselling sessions, students can learn from each other's experiences, receive support and encouragement, and practice coping skills in a safe and supportive environment. Group counselling can also provide opportunities for students to set and achieve goals, further boosting their self-efficacy in overcoming substance abuse. The relevant of self-efficacy theory provides a valuable framework for understanding and addressing substance abuse among secondary school students, and its application in group counselling can be a powerful tool for promoting positive behavioural change and resilience among secondary school students in Itu Local Government Area. 2.1.3 Group Therapy Theory: (Irvin Yalom, 1995) This theory emphasizes the therapeutic factors that operate in a group setting and how interactions within the group can lead to personal growth and behaviour change. In the context of substance abuse among secondary school students, this theory suggests that group counselling can provide a supportive and empathetic environment where students can address underlying issues contributing to their substance abuse and receive feedback and support from their peers. Group Therapy Theory is a therapeutic approach that involves a small group of individuals meeting regularly to discuss and work through their specific issues, under the guidance of a trained therapist. The objectives of Group Therapy Theory are to provide a supportive and non-judgmental environment, promote self-awareness and self-expression, encourage interpersonal skills development, and facilitate the sharing of experiences and coping strategies. In the context of substance abuse among secondary school students in Itu Local Government Area, Group Therapy Theory can be highly relevant and effective. The objectives of group counselling align closely with the specific needs of adolescents struggling with substance abuse. Therefore, group therapy can provide a safe space for students to openly discuss their experiences with substance abuse, learn from peers who have similar experiences, and develop healthy coping mechanisms. The group setting also allows for the exploration of underlying issues that may contribute to substance abuse, such as peer pressure, family dynamics, or mental health concerns. The support and feedback from peers in the group can help students feel understood and less isolated in their struggles, and thereby leading to a greater sense of belonging and motivation for change. Additionally, group counselling can provide a platform for the development of important life skills, such as communication, empathy, and problem-solving, which are essential in addressing substance abuse and maintaining recovery. Group members can offer each other practical advice and encouragement, as well as hold each other accountable for their goals and progress. Overall, the application of Group Therapy Theory in the context of substance abuse among secondary school students in Itu Local Government Area can provide a powerful and effective intervention that addresses the unique needs of students in the study area. The relevant of Group Therapy Theory on the present study helps in creating a supportive and empowering environment, where group counselling has the potential to significantly influence the attitudes and behaviours of students, leading to positive outcomes in their substance abuse recovery journey among secondary school students in Itu Local Government Area. 2.2 Conceptual Framework 2.2.1 Concept of Group counselling Group counselling is a form of psychotherapy in which a small number of people meet regularly to discuss and work through personal issues under the guidance of a trained counselor or therapist. In the context of substance abuse among secondary school students, group counselling aims to provide support and guidance to individuals struggling with drug and alcohol addiction. This form of counseling is often conducted in a school setting to address the specific needs and challenges of adolescents. The primary objective of group counselling in the context of substance abuse among secondary school students is to provide a safe and supportive environment for students to explore their experiences with substance abuse, gain insight into the underlying causes of their addiction, and develop coping strategies to manage their behaviour and make positive changes in their lives (Sampson, 2013). Group counselling also aims to enhance the participants' self-esteem, strengthen their social skills, and facilitate peer support and understanding among the participants (Liddle, 2010). For effective group counselling on substance abuse among secondary school students, the following objectives are emphasized: group counselling sessions provide education about the risks and consequences of substance abuse, as well as information about the effects of drugs and alcohol on the developing adolescent brain. This helps to increase awareness and understanding of the negative impact of substance abuse. Group counselling offers students the opportunity to connect with peers who are experiencing similar struggles with substance abuse (Miller, 2012). This peer support can help to reduce feelings of isolation and shame, as well as provide a sense of belonging and understanding among the participants. Group counselling sessions focus on developing coping skills, stress management techniques, and healthy communication strategies to help participants resist the urge to use drugs and alcohol and navigate challenging situations (Liddle, 2010). Group counselling encourages participants to take responsibility for their actions and the consequences of their substance abuse. Through group discussions and activities, participants can reflect on their behaviours and make commitments to positive change within a supportive environment. Group counselling provides a platform for participants to share their experiences, setbacks, and successes in their recovery journey (Liddle, 2010). The group can collaborate to identify triggers and develop strategies to prevent relapse and maintain sobriety. Group counselling for substance abuse among secondary school students is an effective approach to addressing the unique needs of this population. Research has shown that group counselling can lead to significant improvements in substance abuse outcomes, mental health, and overall well-being for adolescents (Yalom, 2015 ). Additionally, group counselling can foster a sense of community and connection among participants, which can be especially beneficial for adolescents struggling with substance abuse issues. Group counselling for substance abuse among secondary school students is a valuable and effective intervention that provides a supportive and empowering environment for adolescents to address their addiction, develop healthy coping strategies, and build a foundation for long-term recovery (Miller, 2012). 2.2.2 Concept of Substance Abuse Substance abuse among secondary school students is a major public health concern that can have far-reaching consequences on a young person’s physical, mental, and social well-being. Substance abuse refers to the harmful or hazardous use of psychoactive substances, including alcohol and illicit drugs (United States Department of Health and Human Services, 2018). This can include misuse or overuse of these substances, leading to negative health outcomes and impaired functioning. The use of these substances can lead to addiction, dependence, and a range of other negative consequences, particularly for young people. Substance abuse among secondary school students is particularly concerning as the use of alcohol and drugs can have profound and long-lasting effects on a young person’s development. Adolescence is a critical period of growth and development, and substance abuse during this time can interfere with normal brain development and lead to a range of negative outcomes, including impaired cognitive development, poor academic performance, and increased risk of mental health disorders (Wilson, 2019). Substance abuse during adolescence is associated with an increased risk of engaging in risky behaviours such as unprotected sex, driving under the influence, and criminal activity (Bukowski, 2017). The objectives of addressing substance abuse among secondary school students are multi-faceted and aim to prevent the initiation of substance use, provide early intervention for those at risk, and support those who are already struggling with substance abuse. Key objectives include: Programs and interventions aimed at preventing substance abuse among secondary school students by educating them about the risks and consequences of substance use, and promoting healthy coping mechanisms and resilience (Substance Abuse and Mental Health Services Administration, 2018 ). School-based screening and early intervention programs to identify students at risk of substance abuse and provide them with appropriate support and resources to address their needs (Bukowski, 2017). Access to evidence-based treatment and support services for students who are already struggling with substance abuse, including counseling, therapy, and access to addiction treatment programs (Wilson, 2019). Collaboration with parents, caregivers, and the broader community to create a supportive environment for students, and to address the social and environmental factors that contribute to substance abuse among young people (Abrami, 2021). In order to achieve these objectives, it is crucial to implement comprehensive and evidence-based interventions within the school setting, as well as to collaborate with community-based organizations, healthcare providers, and government agencies. School-based prevention and intervention programs have been shown to be effective in reducing substance abuse among secondary school students (World Health Organization, 2018). These programs often include a combination of education, skill-building, and support services that address the unique needs of adolescents. Substance abuse among secondary school students is a complex and concerning issue that requires a multi-faceted approach to prevention, early intervention, and support. By addressing the unique needs of young people and providing comprehensive programs and services within the school setting, it is possible to reduce the rates of substance abuse and improve the overall well-being of secondary school students. 2.2.3 Imitative Behaviour and Substance Abuse among secondary school students Imitative behaviour, also known as mimicry or copying, refers to the act of replicating the actions, behaviours, or expressions of others (Abrami, 2021). It is a common phenomenon observed in various social settings and can have a significant impact on individual and group behavior. In the context of secondary school students, imitative behaviour plays a crucial role in shaping social dynamics, learning, and development (Keefe, 2015). Imitative behaviour among secondary school students is influenced by several factors, including social influences, peer relationships, and the desire for acceptance and belonging (Wilson, 2019). Adolescents often engage in imitative behaviour as a way to fit in with their peer group and establish their identity within the social hierarchy of the school environment (Bukowski, 2017). This behaviour is often reinforced and normalized within the context of adolescent social circles, and it can have both positive and negative implications for the individuals involved (Wilson, 2019). One of the primary objectives of imitative behaviour among secondary school students is the establishment of social connections and the reinforcement of group cohesion (Wilson, 2019). By imitating the behaviours and actions of their peers, students are able to signal their affiliation and integration within their social groups. This can lead to feelings of acceptance, validation, and a sense of belonging, which are important aspects of adolescent development (Bukowski, 2017). Imitative behaviour among secondary school students can also serve as a mechanism for learning and skill acquisition. Through observation and mimicry of their peers or role models, students can acquire new knowledge, social skills, and cultural norms that are prevalent within their social environment (Wilson, 2019). Imitation can also be a form of social learning, as individuals observe and model the behaviours of others in order to adapt and navigate the complex social dynamics of adolescence (Keefe, 2015). It is important to note that imitative behaviour among secondary school students can also have negative consequences. For example, if students imitate risky or harmful behaviours, such as substance abuse or delinquency, it can lead to negative outcomes for the individuals involved (Bukowski, 2017). Additionally, excessive reliance on imitative behaviour for social acceptance can hinder the development of independent thinking and self-expression among adolescents (Shaffer, 2013). Imitative behaviour among secondary school students is a complex phenomenon that is influenced by social, cognitive, and emotional factors. While it can serve as a mechanism for social integration and learning, it is important for educators, parents, and peers to be mindful of the potential implications of imitative behaviour and to encourage healthy social influences and individual autonomy among adolescents. 2.2.4 Disseminating Information and Substance Abuse Among Secondary School Students Disseminating information about substance abuse prevention among secondary school students is an important strategy in promoting awareness, prevention, and intervention to address the issue of substance abuse among young individuals. Substance abuse among adolescents is a significant public health concern, with potentially detrimental effects on their physical, mental, and social well-being (Abrami, 2021). Therefore, effective dissemination of information can play a crucial role in equipping students with the knowledge and skills necessary to make informed decisions and resist the pressures of substance abuse. Disseminating information involves the intentional distribution of knowledge and resources to a target audience, in this case, secondary school students, with the aim of promoting awareness, understanding, and behavioural change regarding substance abuse prevention (Duncan, 2012). The dissemination of information can occur through various channels, including school-based educational programs, community outreach initiatives, digital platforms, and peer-to-peer communication (Abrami, 2021). The objective is to empower students with accurate information about the risks and consequences of substance abuse, as well as to provide them with the necessary tools to resist peer pressure and make healthy choices. One of the primary objectives of disseminating information about substance abuse prevention among secondary school students is to increase their knowledge and awareness of the dangers associated with substance abuse. Research has shown that comprehensive education and awareness programs can enhance students' understanding of the physical, emotional, and social consequences of substance abuse (Duncan, 2012). By disseminating information about the short-term and long-term effects of substance abuse, students can develop a more thorough understanding of the risks involved, which may motivate them to avoid experimentation with drugs and alcohol. The dissemination of information aims to promote the development of critical thinking and decision-making skills among students. By providing them with accurate and reliable information about the risks and consequences of substance abuse, students can develop the capacity to assess the potential impact of their choices and make informed decisions (Abrami, 2021). Equipping them with the necessary knowledge and skills to resist external pressures and make healthy choices is essential in preventing substance abuse among adolescents. The dissemination of information about substance abuse prevention aims to foster a supportive and inclusive school environment that encourages open communication and seeks to address the stigma associated with seeking help for substance abuse issues. By providing students with access to information about available resources, support services, and intervention programs, schools can create a safety net for students who may be struggling with substance abuse-related challenges (Dallery, 2012). Furthermore, destigmatizing the conversation about substance abuse and mental health can encourage students to seek help and support when needed. Disseminating information about substance abuse prevention among secondary school students is a crucial component of comprehensive prevention efforts. By increasing students' knowledge and awareness, promoting critical thinking and decision-making skills, and fostering a supportive school environment, the dissemination of information can play a key role in addressing substance abuse among adolescents. It is essential to utilize evidence-based curricula, engage with community partners, and involve students in the design and delivery of prevention programs to ensure their effectiveness and relevance (Cartwright, 2018). 2.2.5 Group Cohesiveness and Substance Abuse among Secondary School Students Group cohesiveness refers to the level of unity and solidarity within a group, where members are committed to the group's objectives and feel a sense of belonging (Cartwright, 2018). It is a critical element in group dynamics that has a significant impact on the group's performance, productivity, and overall well-being. High levels of group cohesiveness can lead to greater cooperation, communication, and collaboration among group members, fostering a supportive and inclusive environment (Duncan, 2012). Group cohesiveness among secondary school students, yield numerous benefits. Firstly, it can enhance the overall learning experience by creating a positive and supportive classroom environment, where students feel comfortable and motivated to participate and engage in the learning process (Johnson, 2018). Additionally, group cohesiveness can foster positive social relationships among students, leading to greater empathy, understanding, and respect for one another (Cohen, 2014). Group cohesiveness can also positively influence students' emotional and mental well-being, as it provides a sense of connectedness and belonging within the school community (Abrami, 2021). This, in turn, can contribute to lower levels of stress, anxiety, and depression among students, creating a conducive environment for holistic development and growth. Substance abuse refers to the harmful or hazardous use of psychoactive substances, including alcohol and drugs, which can lead to negative physical, mental, and social consequences (Fuller, 2016). It is a prevalent issue among adolescents, including secondary school students, and can have long-lasting effects on their health, academic performance, and overall well-being (Duncan, 2012). Addressing substance abuse among secondary school students requires a multifaceted approach, encompassing prevention, intervention, and support strategies. One of the key objectives in this context is to raise awareness and educate students about the risks and consequences of substance abuse, empowering them to make informed and responsible decisions. This can be achieved through various educational programs, workshops, and campaigns that highlight the importance of making healthy choices and resisting peer pressure. Moreover, promoting a sense of group cohesiveness among students can serve as a protective factor against substance abuse. When students feel connected to their peers and school community, they are more likely to seek help and support from trusted individuals when encountering challenges or peer pressure related to substance use (Cartwright, 2018). By fostering a supportive and inclusive environment, schools can create a strong network of peer and adult allies who can guide and assist students in making positive choices. Group cohesiveness and substance abuse are interconnected concepts in secondary school settings, with the former playing a significant role in addressing the latter. By prioritizing the promotion of group cohesiveness among students, schools can create a nurturing and protective environment that supports the prevention and intervention of substance abuse, ultimately contributing to the overall well-being and success of secondary school students (Earl,2014). 2.2.6 Coping Mechanism and Substance Abuse among secondary school students Coping Mechanism can be defined as an individual's behavioural or psychological response to manage a stressful situation or internal/external demands (Smith, 2020). It is a process of adapting or managing difficulties, stress, or trauma (Masten, 2012). Coping mechanisms can be both positive and negative, with positive coping mechanisms aimed at relieving stress and negative coping mechanisms leading to unhealthy behaviours and negative consequences (Grant et al., 2014). Substance abuse, on the other hand, refers to the harmful or hazardous use of psychoactive substances, including alcohol and illicit drugs (Nuoso, 2019 ). Involvement of substance abuse can lead to addiction, dependence, and severe health and social consequences (Khantzian, 2017). Substance abuse is often used as a coping mechanism to alleviate stress, anxiety, or depression (National Institute on Drug Abuse, 2021). The objectives of coping mechanisms among secondary school students can be to deal with the challenges and stressors they face during this developmental period. The primary goal is to help students navigate through the pressures of adolescence, academic demands, peer relationships, and family issues in a healthy and constructive manner (Masten, 2012). Coping mechanisms play a crucial role in enhancing resilience, emotional well-being, and overall mental health among students (Lazarus, 2014). Substance abuse, may vary from person to person. However, it is generally used as a maladaptive coping mechanism to escape or numb emotional pain, reduce stress, or simply as a means of fitting in with peers (Masten, 2012). Substance abuse can lead to a range of negative outcomes, including impaired academic performance, legal issues, mental health problems, and physical health complications (Grant et al., 2014). It is important to note that while coping mechanisms and substance abuse are both responses to stress and challenges, they differ significantly in their effectiveness and consequences (Khantzian, 2017). Effective coping mechanisms help individuals build resilience and adapt to challenges, while substance abuse can lead to serious harm and negative long-term effects (Hjemdal et al., 2016). Coping mechanisms enable individuals, including secondary school students, to manage stress and challenges, whereas substance abuse, as a maladaptive coping mechanism, poses significant risks to mental and physical health (Lazarus, 2014). Educating students about healthy coping mechanisms and the risks associated with substance abuse is crucial in promoting their well-being and academic success. 2.3 Empirical Review John (2020), examined impact of group counselling on substance abuse among college students in Koja, with a sample size of 200 secondary school students. The objectives of the study was to determine the influence of group counselling on imitative behaviour among secondary school students with substance abuse. The study adopted Quasi-experimental design, the study utilized pre- and post-test assessments to measure the changes in the subvariables among the participants after group counselling intervention. The findings indicated that group counselling has a significant influence on various subvariables related to substance abuse among secondary school students. It can effectively reduce imitative behaviour, disseminate crucial information, enhance group cohesiveness, and improve coping mechanisms. Based on the study findings, it was recommended that school authorities and relevant stakeholders should implement group counselling programs as part of the comprehensive approach to addressing substance abuse among secondary school students. Additionally, ongoing support and follow-up sessions should be provided to sustain the positive effects of group counselling. Ayodele (2019), examined the "Influence of coping mechanism on substance abuse among Secondary School Students in Osun State. The study population was 25,000 Secondary school students in rural areas of the State (Osun State Education Board, 2015). Sample size of the study was 250 students randomly selected for the study. Quantitative research design was adopted for the study. The study used questionnaires and interviews to gather data on environmental factors. The data was then analyzed using descriptive statistics. The study found that students with coping mechanism are safe and free from substance abuse. The study also highlighted the importance of creating a coping mechanism for all students. Lily (2018), examined group counselling techniques affecting students' substance abuse. A case study of high school students in Ohio, United States of America. The population of the study was High school students from Ohio, while the sample size was 150 students randomly sampled from the population. The study adopted mixed methods technique as its research design. The study used a combination of surveys and interviews to collect data on group counselling techniques affecting students substance abuse. The data were analyzed using both quantitative and qualitative methods. The findings of the study revealed that group counselling techniques had a significant impact on substance abuse among the sampled. John (2018), in his study "The Influence of group cohesiveness on substance abuse among students in Benue State." The population of the study was 15,000 urban and rural secondary schools students studying in Benue State (Benue State Secondary Education Board, 2014). Sample size of the study was 500 students (250 from urban areas and 250 from rural areas) of the study area. Quantitative research design was adopted for the study. The study utilized a survey questionnaire to collect data on group cohesiveness on substance abuse among secondary school students. Additionally, in the study, substance abuse was assessed through a standardized instrument for evaluations. The study found that students with group cohesiveness had resistance tendency to substance abuse compared to those without group cohesiveness. Another study by Hussain (2019) titled, "The Impact of group counselling on substance abuse among Students' Learning Outcomes" with a population of University students in Pakistan and a sample size of 120 University students. The study research design was Experimental study. Method of data collection was through Pre- and post-tests administered to students in experimental and control groups. The findings of the study shows that students in the experimental group, which received group counselling session showed improved and better life free from substance abuse in their learning outcomes. 2.4 Summary of Literature Review This section reviewed literature of other researchers that relate to this study, "The Influence of Group Counselling on Substance Abuse among Secondary School Students in Itu Local Government Area." The theories reviewed are; Social Learning Theory, Self-efficacy theory and Group Therapy Theory. The three theories are relevant to the study therefore, the theories formed the theoretical framework of the study. Conceptually, the concepts of group counselling, imitative behaviour, disseminating information, group cohesiveness, coping mechanism, and substance abuse were discussed. Under the empirical review, five related studies were reviewed. And from the literature reviewed, the researcher observed that though there are several studies on influence of group counselling on substance abuse among secondary school students, but none of the study were conducted in the area of the present study, nor with the population of the present study, as such, other researchers failed to address the factors in the present study area. However, due to the researcher's observation, this study is meant to fill the gap in literature by examining "The influence of group counselling on substance abuse among secondary school students in Itu Local Government Area." As observed by the researcher, studies shows that group counselling, imitative behaviour, disseminating information, group cohesiveness, and coping mechanism influences substance abuse among secondary school students in Itu Local Government Area. Therefore, school authorities should create enabling facilities in secondary schools that will enhance healthy counselling session through group counselling techniques for students guidance and orientation on substance abuse. CHAPTER THREE RESEARCH METHODS In this chapter, the researcher described procedures adopted in carrying out the study. It covered the following sub-headings: Design of the study, area of the study, population of the study, sample and sampling technique, instrument for data collection, validity of the instrument, reliability of the instrument, method of data collection and method of data analysis. 3.1 Design of the Study The study adopted the descriptive survey design. Meanwhile, the descriptive survey design is a design which describes the existence condition of a particular event. It is a self report research that enabled a researcher to collect data from respondents through the use of questionnaire. Nworgu (2006) asserted that descriptive survey design is a design in which group of people are studied by collecting and analyzing data from a representative sample of the people or items considered for the entire group. The present study adopted the design as it enabled the researcher to examine "the influence of group counselling on substance abuse among secondary school students in Itu Local Government Area. 3.2 Area of the Study Itu Local Government Area is one of the 31 local government areas in Akwa Ibom State, Nigeria. The location of the area is strategic, it is situated along the coastal belt of Akwa Ibom State, providing access to water transportation and trade. The local government area is also known for its picturesque landscapes, including the Qua Iboe River and the famous Calabar Itu bridge, that connects the area to other parts of the state from Cross River State (Danlandi, 2013). Itu Local government council's Secretariat is located in Mbak Atai Itam beside Calabar-ltu highway road that linked to Cross-River State. Itu Local Government Area, nestled in the heart of Akwa Ibom State, boasts a rich history, vibrant culture, and a diverse population. The origin and history of the present day local government area is dated back to the pre-colonial era in which the area was originally inhabited by the Ibibio people, a prominent ethnic group in Akwa Ibom State, a southern state in the Niger Delta region, of Nigeria (Bassey, 2014). The Itu people are known for their skilled craftsmanship, agriculture, and vibrant cultural traditions. It is located in the southern part of Akwa Ibom State and is bordered by the Cross River State to the east, Ikono local government area and Ibiono Ibom local government area to the west respectively, Uruan local government area to the northwest, and the Akwa Ibom estuary to the south (Edoho, 2018). The origin of Itu Local Government Area can be traced back to the early 18th century when it was founded as a community by a group of settlers. But for years, the area has evolved into a bustling town with a rich cultural heritage. The people of Itu are predominantly of the Ibibio ethnic group, which is one of the major ethnic groups in Akwa Ibom State. The Ibibio people are known for their rich cultural practices, including traditional dances, festivals, and ceremonies (Bassey, 2014). Occupation in Itu Local Government Area is largely centered around agriculture, fishing, and trading. The fertile soil in the area supports the cultivation of various crops such as palm oil production, cassava, yams, and plantains. Fishing is a major occupation due to the proximity of the area to water bodies like rivers and the Atlantic Ocean (Aaron, 2018). Itu is a bustling commercial hub, with markets and trading centers serving the surrounding communities. The discovery of oil and gas in the region has brought new economic opportunities, although its impact on the local environment and communities is a subject of ongoing debate (Danlandi, 2013). Religious beliefs in Itu are diverse, with Christianity being the predominant religion, followed by traditional African religion. The Christian faith was introduced to Itu by the early European missionaries, and it has since become deeply rooted in the community. Traditional African religion also plays a significant role in the spiritual practices of the people (Bassey, 2014). While Christianity is the dominant religion, Itu also has a significant Muslim population, reflecting the diverse cultural influences in the region ( Ido, 2019). Culturally, the people of Itu celebrate a number of festivals and ceremonies, such as the Ekong festival, Iwue Obio, and the New Yam festival, which are characterized by colorful traditional dances, masquerades, and rituals (Bassey, 2014). Itu Local Government Area is a vibrant community with a rich cultural heritage, diverse occupations, and a blend of traditional and modern lifestyles. The people, known for their Ibibio roots, continue to uphold their cultural practices and contribute to the socio-economic development of the region. The reason for adopting the study area is based on the fact that the Local Government Area is strategically located in the centre of the State. Also, the choice of the study area is the availability of all sampled group making it valid and reliable for studies. 3.3 Population of the Study The population of the study is 9,243 Senior Secondary one Students (Itu Secondary Education Board, 2019), comprised of all the SS1 students in public secondary schools in Itu Local Government Area. The choice for the group of students was based on the fact that at the time of the present study, the SS1 students were available unlike the SS2 students that were assisting the staff in managing the affairs of their respective schools, while the SS3 students were writting their Senior School Certificate Examination as at the time of this study. 3.4 Sample and Sampling Technique The study sample was a total of one hundred and fifty (150) senior secondary one (SS1) students in two (2) selected public secondary schools in Itu Local Government Area. In selecting the students, the random sampling technique was used in selecting the participants in the respective schools. In the two selected schools, 75 students per school were randomly selected for the study. 3. 5 Instrument The researcher designed an instrument entitled "Influence of Group Counselling on Substance Abuse among Secondary School Students Questionnaire (IGCSASSSQ), that was used for data collection. The questionnaire was designed to match the aims and objectives of the study. The items were framed in line with the research questions and hypotheses. The instrument contains items on the independent variable "group counselling," and the dependent variable "substance abuse". 3. 5.1 Validation of the Instrument To ensure the face validity of the instrument, copy of the instrument was given to an expert in Test and Measurements unit, in the Faculty of Education, University of Uyo, Uyo to vet and to assess the suitability of the items in the instrument. The inputs and corrections that was made was harmonized by the researcher before use. 3.5.2 Reliability of the Instrument To establish the reliability of the instrument, Cronbach Alpha reliability technique was used. The instrument was administered to 20 students in a selected school not included in the population sample. The instrument was administered and data was collated and splited into two comparable or equal half's. Data was subjected to Cronbach Alpha statistics for test of internal consistency of the instrument. And it yield the reliability co-efficient of .87 and was considered good for the study. The instrument was scored as shown below: Strongly Agreed (SA) - 4 points Agree (A) - 3 points Disagree (D) - 2 points Strongly Disagree (SD) - 1 point 3.6 Method of Data Collection The research instrument was administered to the respondents in their respective schools when permission was granted by the respective school authorities to allow the respondents respond to the items in the instrument. In addition to the instructions on the items written on the questionnaire, verbal instructions was given to the participants for clarifications purpose whenever the needs arises. And after the exercise, copies of the questionnaire was retrieved. 3.7 Method of Data Analysis The research questions was answered using mean and standard deviation, while the null hypotheses was tested using independent t-test. The hypotheses was tested at .05 level of significance. CHAPTER FOUR DATA PRESENTATION, RESULTS AND DISCUSSION The summary of data analyses, results, and discussion of findings are presented in this chapter. And it is organized under the following sub-headings: Data analysis and Results; Summary of findings; and Discussion of findings. 4.1 Answering the Research Questions The three research questions raised are answered in this subsection. 4.1.1 Research Question 1 What is the influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area? The research question was posed to statistically examined how imitative behaviour influences substance abuse among secondary school students in Itu Local Government Area. And in answering the research question, mean and standard deviation were used to analyze the data. The result of the Analysis is shown in the Table 1. Table 1: Mean and Standard Deviation of respondents' opinion of imitative behaviour on substance abuse among secondary school students. S/N ITEMS N Mean SD Remark 1 150 1.58 0.23 Low extent 2 150 2.40 0.81 Moderate extent 3 150 1.42 0.32 Low extent 4 150 3.75 0.12 Very great extent 5 150 1.78 1.05 Moderate extent Overall mean 2.18 Moderate extent Source: Fieldwork, 2024. From the result in Table 1, it revealed that mean scores of the perception of respondents on imitative behaviour ranges from 1.42 (Low extent) to 3.72 (Very great extent). Respondents opinions to item 1,2,3,4 and 5 are 1.58, 2.40, 1.42, 3.72, and 1.78 respectively. This implies that factors raised in item 1 and 3 existed to a low extent, and factors raised in item 2 and 5 existed to a moderate extent, while factors raised in item 4 existed to a very great extent. The overall mean of 2.18 indicates that items considered under imitative behaviour on substance abuse among secondary school students exists to a moderate extent based on respondents opinions. 4. 1.2 Research Question 2 What is the influence of disseminating information on substance abuse among secondary school students in Itu Local Government Area? The research question was posed to statistically evaluate the extent disseminating information influences substance abuse among secondary school students in Itu Local Government Area. And in answering the question, mean and standard deviation were used to analyze the data. The result of the analysis is shown in Table 2. Table 2: Mean and Standard Deviation of respondents' opinion on disseminating information on substance abuse among secondary in Itu Local Government Area. S/N ITEMS N Mean SD Remark 6 150 2.36 1.33 Moderate extent 7 150 2.05 0.63 Moderate extent 8 150 1.48 0.44 Low extent 9 150 1.60 0.25 Low extent 10 150 2.40 0.95 Moderate extent Overall mean 1.98 Moderate extent Source: Fieldwork, 2024. From the result in Table 2, it revealed that the mean scores of the respondents' opinion of disseminating information ranges from 1.48 (low extent) to 2.40 (Moderate extent). Respondents' opinion on item 6, 7, 8, 9 and 10 are 2.36, 2.05, 1.48, 1.60, and 2.40 respectively. This implies that the issues raised in item 8 and 9 existed to a low extent, while issues raised in the item 6, 7 and 10 existed to a moderate extent. The overall mean score of 1.98 indicated that the issues considered under disseminating information on substance abuse among secondary school students in Itu Local Government Area exists to a moderate extent based on respondents' opinion. 4.1.3 Research Question 3 What is the influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area? The research question was posed to statistically examined the extent group cohesiveness influences substance abuse among secondary school students in Itu Local Government Area. To answer the research question, mean and standard deviation were used to analyze the data. The result of the analysis is shown in Table 3. Table 3: Mean and Standard Deviation of respondents' opinion on group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. S/N ITEMS N Mean SD Remark 11 150 3.55 0.42 Very great extent 12 150 1.32 0.56 Low extent 13 150 3.80 0.20 Very great extent 14 150 2.05 0.63 Moderate extent 15 150 1.35 0.65 Low extent Overall mean 2.51 Great extent Source: Fieldwork, 2024. From the result in table 3, it revealed that mean scores of the respondents opinion on group cohesiveness ranges from 1.32 (low extent) to 3.80 (Very great extent). Respondents' opinion on item 11, 12, 13, and 14 are 3.55, 1.32, 3.80 and 1.35 respectively. This implies that issues raised in item 12 and 14 existed to a low extent, while issues raised in item 11 and 13 existed to a very great extent. The overall mean score of 2.51 indicated that the issues considered under group cohesiveness on substance abuse among secondary school students in Itu Local Government Area exist to a great extent based on respondents' opinion. 4.1.4 Research Question 4 What is the influence of coping mechanism on substance abuse among secondary school students in Itu Local Government Area? The research question was posed to statistically examined the extent coping mechanism influences substance abuse among secondary school students in Itu Local Government Area. And in answering the question, mean and standard deviation were used to analyze the data. The result of the analysis is shown in Table 4. Table 4: Mean and Standard Deviation of respondents' opinion on coping mechanism on substance abuse among secondary in Itu Local Government Area. S/N ITEMS N Mean SD Remark 6 150 2.36 1.33 Moderate extent 7 150 2.05 0.63 Moderate extent 8 150 1.48 0.44 Low extent 9 150 1.60 0.25 Low extent 10 150 2.40 0.95 Moderate extent Overall mean 1.98 Moderate extent Source: Fieldwork, 2024. From the result in Table 4, it revealed that the mean scores of the respondents' opinion of coping mechanism ranges from 1.48 (low extent) to 2.40 (Moderate extent). Respondents' opinion on item 16, 17, 18, 19 and 20 are 2.36, 2.05, 1.48, 1.60, and 2.40 respectively. This implies that the issues raised in item 18 and 19 existed to a low extent, while issues raised in the item 16, 17 and 20 existed to a moderate extent. The overall mean score of 1.98 indicated that the issues considered under coping mechanism on substance abuse among secondary school students in Itu Local Government Area exists to a moderate extent based on respondents' opinion. 4.2 Hypotheses 4.2.1 Hypothesis one There is no significant influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area. The hypothesis was formulated to examined if there was a significant influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area. To test the hypothesis, independent t-test was used to analyze the data. The result of the analysis is shown in Table 5. Table 5: Result of the independent t-test on the influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area. Variables n X SD t-value Sig. (2-tailed) Decision Imitative behaviour 150 10.92 4.98 -11.06 0.00 Rejected Ho1 Substance abuse 150 14.29 3.92 df=149, Significant at .05 alpha level The result of the analysis as presented in Table 5 reveals that the t-value of 149, is -11.06, and the p-value of 0.00, is less than the 0.05 alpha levels of significance at 149 degrees of freedom. Based on this result, the formulated null hypothesis which stated that there is no significant influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area was rejected. Therefore, there is a significant influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area. 4.2.2 Hypothesis 2 There is no significant influence of disseminating information on substance abuse among secondary school students in Itu Local Government Area. The hypothesis was formulated to examined influence of disseminating information on substance abuse among secondary school students in Itu Local Government Area. To test the hypothesis, independent t-test was used to analyze the data. The result of the analysis is shown in Table 6. Table 6: Result of independent t-test on disseminating information on substance abuse among secondary school students in Itu Local Government Area. Variables n X SD t-value Sig. (2-tailed) Decision Disseminating information 150 9.95 3.92 -16.88 0.00 Rejected Ho2 Substance abuse 150 14.29 df= 149, Significant at. 05 alpha level. The result of the analysis as presented in Table 6 revealed that the t-value of 149 is -16.88, and the p-value of 0.00 is less than the 0.05 alpha levels of significance at 149 degree of freedom. Based on this, the formulated null hypothesis which stated that there is no significant influence of disseminating information on substance abuse among secondary school students in Itu Local Government Area was rejected. Therefore, there is a significant influence of disseminating information on substance abuse among secondary school students in Itu Local Government Area. 4.2.3 Hypothesis 3 There is no significant influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. The hypothesis was formulated to evaluate the influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. To test the hypothesis, independent t-test was used to analyze the data. The result of the analysis is shown in Table 7. Table 7: Result of independent t-test of the influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. Variables n X SD t-value Sig. (2-tailed) Decision Group cohesiveness 150 10.05 3.96 -14.42 0.00 Rejected Ho3 Substance abuse 150 14.29 3.92 df=149, Significant at. 05 alpha level The result of the analysis as presented in Table 7 revealed that the t-value of 149 is -14.42, and the p-value of 0.00 is less than the 0.05 alpha levels of significance at 149 degree of freedom. Based on the results, the formulated hypothesis which stated that, there is no significant influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area, was rejected. Therefore, there is a significant influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. 4.2.4 Hypothesis 4 There is no significant influence of coping mechanism on substance abuse among secondary school students in Itu Local Government Area. The hypothesis was formulated to examined influence of coping mechanism on substance abuse among secondary school students in Itu Local Government Area. To test the hypothesis, independent t-test was used to analyze the data. The result of the analysis is shown in Table 8. Table 8: Result of independent t-test on coping mechanism on substance abuse among secondary school students in Itu Local Government Area. Variables n X SD t-value Sig. (2-tailed) Decision Coping mechanism 150 9.95 3.92 -16.88 0.00 Rejected Ho2 Substance abuse 150 14.29 3.92 df= 149, Significant at.05 alpha level. The result of the analysis as presented in Table 8 revealed that the t-value of 149 is -16.88, and the p-value of 0.00 is less than the 0.05 alpha levels of significance at 149 degree of freedom. Based on this findings, the formulated null hypothesis was rejected while the alternative hypothesis was retained. From the findings of the study, coping mechanism have a significant influence on substance abuse among secondary school students in Itu Local Government Area. 4. 3 Summary of the Findings The following are the major findings; 1. There is a significant influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area. 2. There is a significant influence of disseminating information on substance abuse among secondary school students in Itu Local Government Area. 3. There is a significant influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. 4. There is a significant influence of coping mechanism on substance abuse among secondary school students in Itu Local Government Area. 4.4 Discussion of Findings The following were the findings of the study and analysis of data gotten from the respondents on each hypothesis. 4.4.1 Influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area. For the hypothesis one, the result in table 5 revealed that there is a significant influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area. It was observed that imitative behaviour influences substance abuse among secondary school students in Itu Local Government Area to a moderate extent. The reason for this influence can be attributed to the facts that secondary school students imitate behaviour of one another and this trends plays a vital role in students influence on substances abuse among secondary school students in Itu Local Government Area. This implies that imitative behaviour contribute to substance abuse among secondary school students in Itu Local Government Area. The findings of Usman (2015), is in support with the present study findings as it revealed that there is a significant influence of imitative behaviour on subtance abuse among students academic performance. Also, this findings is in agreement with Ivagher (2021) findings, which revealed that there is a significant influence of imitative behaviour on substance abuse among students academic achievements. 4.4.2 Influence of disseminating information on substance abuse among secondary school students in Itu Local Government Area. For hypothesis two, the result in table 6 revealed that there is a significant influence of disseminating information on substance abuse among secondary school stu influences substance abuse among dents in Itu Local Government Area. It was observed that disseminating information influences substance abuse among secondary school students in Itu Local Government Area to a moderate extent based on respondents opinion. This findings could be attributed to the fact that through group counselling, students can be aware of the dangers related to substance abuse. Therefore disseminating information influences substances abuse usage among secondary school students in Itu Local Government Area, owing to multiple factors that includes, source of information, reason for the information collectively plays a roles on substance abuse among secondary school students. This result is in agreement with that of Akpan (2016), which revealed that there is a significant influence on disseminating information on substances abuse among college students. Akpan opined that schools should endeavour to be part of the authorities controlling drugs in the country as this may play a major roles in substance abuse among secondary school students. The findings of Olugbenga (2019), is in agreement with this present findings that revealed that, disseminating information influences substance abuse activities among youths. Also, Ikegbusi (2022) findings is in agreement with this findings, as it revealed that disseminating information significantly influences substance abuse among students academic performance. 4.4.3 Influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. The result in table 7, revealed that there is a significant influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. It was revealed that group cohesiveness influences substance abuse among secondary school students in Itu Local Government Area to a great extent. This finding could be attributed to the fact that through group counselling, group cohesiveness can provides students with required knowledge and skills in been substance free. This finding is in agreement with Garcia & Han (2022) finding, which revealed that there is a significant positive relationship between group cohesiveness and substance abuse. The findings of Yakubu and Wilson (2021), is also in favour of the present study findings that revealed that group cohesiveness significantly influences substance abuse among secondary school academic performance. The findings from the investigations of Loeb and Page (2012), also support the findings of the present study that revealed that group cohesiveness influences substance abuse among secondary school students in Itu Local Government Area. 4.4.4 Influence of coping mechanism on substance abuse among secondary school students in Itu Local Government Area. For the hypothesis four, the result in table 8 revealed that there is a significant influence of coping mechanism on substance abuse among secondary school students in Itu Local Government Area. It was observed that coping mechanism influences substance abuse among secondary school students in Itu Local Government Area to a moderate extent. The reason for this influence can be attributed to the facts that students who had group counselling experience, developed a mechanism in coping with substance abuse with rights information. This implies that coping mechanism helps in the control of substance abuse among secondary school students in Itu Local Government Area. The findings of Lai (2017), is in support with the present study findings as it revealed that there is a significant influence of coping mechanism on substance abuse among secondary school students in Itu Local Government Area. Also, this findings is in agreement with Uyo (2021) findings, which revealed that there is a significant influence of coping mechanism on substance abuse among students academic achievements. CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS The purpose of this chapter is to sum the investigations; state the conclusions drawn based on findings and implications of the study. Recommendations are presented and suggestions for further research are made. 5.1 Summary of the Study The study, Influence of group counselling on substance Apabuse among secondary school students in Itu Local Government Area, was undertaken to investigate the influence of group counselling on substance abuse among secondary school students in Itu Local Government Area. The study adopted four subvariables as independent variables namely; imitative behaviour, disseminating information, group cohesiveness, and coping mechanism while the dependent variable is substance abuse among secondary school students. Chapter one was the general background of the study which embodied the introduction, statement of the problem, the purpose of the study, research questions, null hypotheses, significance of the study. In chapter two, the researcher reviewd relevant related theories, conceptual framework and empirical studies. Chapter three embodied the techniques and method used in carrying out the study, population of the study, sampling techniques and method of data analysis were also stated. In chapter four, results of the findings were presented and discussed. The analysis of the data generated from field work was done with the descriptive statistics and independent t-test. The findings were also discussed. Meanwhile, the findings indicated that there is a significant influence of imitative behaviour on substance abuse among secondary school students, there is a significant influence of disseminating information on substance abuse among secondary school students, there is a significant influence of group cohesiveness on substance abuse among secondary school students, there is a significant influence of coping mechanism on substance abuse among secondary school students. In chapter five, the summary was done, conclusion was drawn based on the findings and useful suggestions and recommendations were made. 5.2 Conclusion Following the results of the findings, the following conclusions were made: There is a significant influence of imitative behaviour on substance abuse among secondary school students in Itu Local Government Area. As observed by the researcher, the influence of imitative behaviour on substance abuse exists to a moderate extent. Also, there is a significant influence of disseminating information on substance abuse among secondary school students in Itu Local Government Area. The influence of imitative behaviour on substances abuse among secondary school students students in Itu Local Government Area exists to a moderate extent. Furthermore, there is a significant influence of group cohesiveness on substance abuse among secondary school students in Itu Local Government Area. The influence of group cohesiveness on substance abuse among secondary school students exists to a great extent. There is a significant influence of coping mechanism on substance abuse among secondary school students in Itu Local Government Area. And from the findings, the influence of coping mechanism on substance abuse exists to a moderate extent 5.3 Recommendations Based on the findings, the following recommendations were made. 1. School Counsellors should be proactive in disseminating information on the dangers of substance abuse in the lives of secondary school students. 2. Various platforms should be created with the aim of discouraging substance abuse among secondary school students. 3. Regulatory bodies such as National Drug Law Enforcement Agency (NDLEA) should partners with school authorities in the fight against substance abuse among secondary school students. 4. Parents should always be watchful of the friends their children associate with. 5.4 Suggestions for Further Studies In view of the scope and limitation of the study, the researcher suggests further research as follows: 1. Similar research should be carried out using larger sample size in order to establish the magnitude of the problem, so as to be able to generalize the findings. 2. A research should be carried out to find out means and strategies in which State Ministry of Education and State Secondary Education Board can be involve in supporting the fight against substance abuse among secondary school students. 3. A research should be undertaken to ascertain the role of school management in ensuring students stances on the fight against substance abuse among secondary school students. 4. A study on the effect of group counselling on students academic achievement should be conducted, to ascertain the efficacy of group counselling on students academic achievement. 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Yours Faithfully Nyong, Effiong Emmanuel Researcher INFLUENCE OF GROUP COUNSELLING ON SUBSTANCE ABUSE AMONG SECONDARY SCHOOL STUDENTS QUESTIONNAIRE (IGCSAASSSQ)" Instruction: For each of the items in this section, there are five alternatives; please tick (√) the one that best represents your view as it applies to you. The alternatives are; Strongly Agree (SA) Agree (A), Disagree (D) and Strongly Disagree (SD). S/N ITEMS SA A D SD Imitative Behaviour 1 Group counselling has the potential to positively influence imitative behavior among secondary school students. 2 Group counselling can positively influence the behaviour of secondary school students towards substance abuse prevention. 3 Group counselling can influence the attitudes and behaviours of secondary school students towards seeking help for substance abuse issues. 4 Group counselling can empower secondary school students to make informed and healthy choices regarding substance use. 5 Group counselling can influence the social dynamics and relationships among secondary school students, contributing to a healthier environment regarding substance abuse. Disseminating Information 6 Group counselling can effectively disseminate information about substance abuse and its consequences to secondary school students. 7 Group counselling can contribute to reducing the prevalence of substance abuse among secondary school students. 8 Group counselling can equip secondary school students with the necessary skills to resist peer pressure to engage in substance abuse. 9 Group counselling can provide secondary school students with a sense of accountability and responsibility in relation to substance abuse prevention. 10 Group counselling can contribute to the overall well-being and academic success of secondary school students by addressing substance abuse issues Group Cohesiveness 11 Group counselling can enhance group cohesiveness among secondary school students. 12 Group counselling can create a supportive environment for secondary school students to address substance abuse issues. 13 Group counselling can provide secondary school students with a sense of belonging and support which can help prevent substance abuse. 14 Group counselling can help secondary school students develop a stronger sense of identity and self-worth, reducing their likelihood of engaging in substance abuse. 15 Group counselling can influence the social norms and peer pressure regarding substance abuse among secondary school students. Coping Mechanism 16 Group counselling can provide secondary school students with effective coping mechanisms to deal with substance abuse. 17 Group counselling can help secondary school students develop healthier coping strategies instead of turning to substance abuse. 18 Group counselling can positively impact the overall well-being of secondary school students in relation to substance abuse. 19 Group counselling can create a platform for secondary school students to openly discuss and address their struggles with substance abuse. 20 Group counselling can have a positive impact on the emotional well-being of secondary school students, reducing the likelihood of turning to substance abuse as a coping mechanism.