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EFFECT OF MINDFULNESS THERAPY ON SOCIAL ANXIETY DISORDER AMONG SENIOR SECONDARY SCHOOL STUDENTS IN GOVERNMENT DAY SECONDARY SCHOOL, DARAWA DUTSIN-MA KATSINA STATE
Chapter One: Introduction
1.1 Background of the Study
Social Anxiety Disorder (SAD) is a pervasive mental health condition marked by intense, persistent fear or anxiety regarding social or performance situations, where individuals may feel scrutinized by others. Adolescents, especially senior secondary school students, are highly susceptible to SAD due to the developmental challenges associated with peer pressure, academic expectations, and self-identity. SAD can severely impact students’ academic performance, social relationships, and emotional well-being, leading to isolation, low self-esteem, and even depression if untreated. In Nigeria, awareness of SAD in educational settings is limited, and many students do not receive adequate support, especially in rural regions such as Dutsin-Ma, Katsina State.
Mindfulness therapy has emerged as an effective intervention for managing anxiety disorders, including social anxiety. Mindfulness-based practices, which emphasize present-focused awareness and non-judgmental acceptance of thoughts and emotions, have shown potential in reducing anxiety symptoms by helping individuals regulate their emotions, enhance self-awareness, and respond calmly to social stressors. For students in Government Day Secondary School, Darawa, where traditional mental health support may be limited, mindfulness therapy could provide an accessible and non-invasive approach to alleviating social anxiety symptoms. This study explores the effectiveness of mindfulness therapy in managing SAD symptoms among senior secondary students, offering insights into its applicability as a therapeutic approach in secondary schools within rural Nigerian settings.
1.2 Statement of the Problem
Social anxiety among adolescents can severely hinder their ability to participate fully in academic and social activities, affecting both their mental well-being and academic success. In schools with limited mental health resources, students who struggle with social anxiety are often left without adequate support, leading to poor academic performance and strained peer relationships. Given the increasing recognition of mindfulness therapy as a beneficial approach for reducing anxiety, there is a need to examine its effectiveness in secondary school environments, particularly in Government Day Secondary School, Darawa, Dutsin-Ma, Katsina State, where such interventions are largely underutilized.
This study addresses the gap by evaluating the impact of mindfulness therapy on social anxiety disorder symptoms among senior secondary students in this context. By assessing the feasibility and outcomes of mindfulness-based interventions, the research aims to provide valuable information on alternative therapeutic approaches to supporting students with social anxiety in Nigerian secondary schools.
1.3 Objectives of the Study
The main objective of this study is to evaluate the effectiveness of mindfulness therapy in reducing social anxiety disorder symptoms among senior secondary school students. The specific objectives are to:
Determine the prevalence of social anxiety disorder among senior secondary students in Government Day Secondary School, Darawa.
Assess the impact of mindfulness therapy on reducing symptoms of social anxiety among students.
Explore students’ perceptions of mindfulness therapy as a tool for managing social anxiety.
Identify challenges related to implementing mindfulness therapy within the school setting.
1.4 Research Questions
This study seeks to answer the following research questions:
What is the prevalence of social anxiety disorder among senior secondary students in Government Day Secondary School, Darawa?
How effective is mindfulness therapy in reducing social anxiety symptoms among students?
What are the students’ perceptions of mindfulness therapy in managing social anxiety?
What are the challenges faced in implementing mindfulness therapy in a secondary school environment?
1.5 Research Hypotheses
The hypotheses for this study are as follows:
H1: Mindfulness therapy has a significant impact on reducing social anxiety disorder symptoms among senior secondary students.
H2: Students perceive mindfulness therapy as a beneficial tool for managing social anxiety symptoms.
H3: Implementation of mindfulness therapy in secondary schools faces specific challenges related to student engagement, time, and resources.
1.6 Significance of the Study
This study is significant as it contributes to understanding alternative mental health interventions in educational contexts within Nigeria. First, it adds to the limited literature on social anxiety and therapeutic interventions for Nigerian adolescents, especially those in rural areas with limited access to psychological services. Second, the findings may assist educators, counselors, and policymakers in recognizing the benefits of incorporating mindfulness practices into school curricula, as mindfulness can potentially support students’ emotional regulation, focus, and resilience. Third, the research provides insights into the feasibility of mindfulness therapy as a low-cost intervention that may complement traditional mental health support in Nigerian secondary schools, thereby enhancing students’ mental and academic performance.
1.7 Scope of the Study
The scope of this study is confined to examining the impact of mindfulness therapy on social anxiety disorder among senior secondary students at Government Day Secondary School, Darawa, Dutsin-Ma, Katsina State. The study focuses on the prevalence of SAD symptoms and evaluates changes in these symptoms following participation in mindfulness therapy sessions. Data will be gathered through self-reported measures of social anxiety, observational notes, and post-intervention feedback from participants.
1.8 Limitations of the Study
This study may face limitations related to sample size, as it focuses on a single secondary school, which may affect the generalizability of findings to other schools and regions. Additionally, self-reported data on social anxiety symptoms may be subject to biases, as students may underreport or overreport their anxiety levels. Furthermore, due to time constraints, the duration of the mindfulness intervention may be limited, potentially affecting the depth of therapeutic impact observed.
1.9 Definition of Terms
Social Anxiety Disorder (SAD): A mental health condition characterized by intense fear of social situations where individuals feel they may be negatively evaluated by others.
Mindfulness Therapy: A therapeutic approach involving practices like meditation and focused breathing exercises, which aim to enhance awareness of the present moment and promote acceptance of thoughts and emotions without judgment.
Prevalence: The proportion of individuals within a specific population who experience a particular condition during a specified time.
Therapeutic Intervention: A structured program or treatment designed to improve mental or physical health outcomes for individuals experiencing a specific disorder or health issue.
Secondary School Students: Students enrolled in the final years of secondary school, typically ages 15 to 18, focusing on the senior secondary curriculum in preparation for higher education or vocational pursuits.
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