Effect of client-centred and reality therapies on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria
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Abstract
This study examined the effects of client-centred and reality therapies on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria. It also attempted to find out the gender difference in the effect of client-centred and reality therapies on the coping strategies of sexually harassed students. We employed a quasi-experimental and pretest-posttest design with a control group. The statistical population comprised all 250 sexually harassed students in tertiary institutions, out of which 20 students were selected using convenience sampling. The students who had been sexually harassed were then randomly assigned to the experimental and control groups. The experimental group subsequently underwent six 60-minute sessions of client-centred and reality therapies, while the control group received placebo treatment on drug abuse. The research tool included sexual harassment battery (SHB). Inferential statistics of analysis of covariance (ANCOVA) was used to analyze the data. Cronbach Alpha coefficient was used to estimate the reliability coefficient of 0.79 for the SHB. The following findings were recorded: (i) client-centred and reality therapies had effectively increased the coping strategies of students, and (ii) there is no significant mean difference between male and female students in the effectiveness of client-centred and reality therapies on coping strategies of students. Based on the findings, the following recommendations were made: school counsellors, psychologists, and lecturers should use both CCT (client-centred therapy) and RT (reality therapy) to help students who have been sexually harassed to manage their condition since the intervention is effective in raising the coping strategies of the students. School counsellors, psychologists, and lecturers should give female and male students equal opportunities during therapy sessions and in the school setting.
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DOI: https://doi.org/10.59429/esp.v9i7.2080
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