This study investigated the effects that a group-focused cognitive-behavioral coaching program had on depressive symptoms of a sample of inmates from Nsukka Prisons, Enugu State, Nigeria. The design of the study was pretest-posttest control group . The participants were 30 male inmates, experiencing high levels of depressive symptoms, and randomly assigned to treatment and control groups. The primary outcome measure was depression symptoms as measured using Beck's Depression Inventory. Repeated-measures ANOVA and the Mann-Whitney U Test were used for data analysis. Results show that exposing inmates to the group-focused cognitive-behavioral coaching program significantly reduced the depressive symptoms of inmates in the treatment group compared with those in the control group. Our results support the use of cognitive-behavioral coaching interventions designed to assist the severely depressed inmates in Nigeria. Further studies should be conducted both in other states of Nigeria and in other countries.

Within the rapidly growing literature on emerging adulthood worldwide, studies examining this concept in African countries are virtually nonexistent. In an effort to continue the inclusion of other countries and cultures in the discussion of this developmental concept, there is a need to conduct research on emerging adulthood in African countries. The purpose of this study was to examine the perspectives on the markers of adulthood among emerging adults at selected universities in Ghana and Nigeria. Results reveal that the markers of adulthood among youth in Ghana and Nigeria are eclectic, with strong ties to sociocultural factors. The findings of this study make several important contributions to the literature for our understanding of the concept of emerging adulthood and serve as anchor for further research in the field of emerging adulthood in West Africa.

Objective:The study objective was to determine the effects of cognitive-behavioural group guidance on entrepreneurial intention among university sandwich education students. Materials and Method:The design of the study was a group randomized trial involving pretest and posttest, while the area of the study was a federal university in South-East Nigeria. Entrepreneurial Intention Questionnaire (EIQ) was used for data collection while the data collected were analysed through analysis of covariance with repeated measures. Results:The results indicated that there was no significant difference between the participants' entrepreneurial intention in the treatment and no-treatment control groups at the initial measure; and that after cognitive-behavioural group guidance intervention, there was a significant increase in entrepreneurial intention among the participants in the treatment group comparing to their counterparts in the no-treatment control group. Conclusion:Cognitive-behavioural group guidance was effective in increasing entrepreneurial intention among university sandwich education students. It was therefore concluded that counsellors should adopt the techniques used in the study to help individuals increase their entrepreneurial intention, and that cognitive-behaviour group guidance should be adopted as counselling approach for helping university students develop intentions to venture into entrepreneurial business.

Developing talents has been a great concern in education. New conceptions of intelligence are revolutionizing educational practices. Because giftedness can occur in certain people at certain times and under certain conditions, (Renzulli & Reis, 1985), it is necessary to extend the pedagogy for the gifted to regular classrooms. The enrichment cluster was chosen for this study for multiple reasons. This study used qualitative case study design to investigate the use of enrichment clusters as a starting point to infuse talent development strategies into the school system in Nigeria. The sample was made up of 27 boys and 33 girls between the ages of 13 and 19 years in Senior Secondary School (grades 10 to 12) drawn from different socio-economic backgrounds but from educated parents. Their common denominator was their interest in the cluster topic — an essential ingredient in any pupil programme. The study found that a lone enrichment specialist in a regular school without programmes for the gifted and talented can expose students to high-order thinking skills and high-end learning through the use of Renzulli's Type I, II & III enrichments in an enrichment cluster. Parents and members of the community were found to be very helpful in conducting the enrichment cluster. The possibility of these people being advocates for programmes for talent development and mentors is discussed. Based on the findings, recommendations were made for further research.