The prevalence of psychosocial problems and their associations among University students in Uganda has received very little research attention. Yet, this information is important to provide data to assist in mental health policy formulation for counseling intervention among the vulnerable university students populations in Uganda. The study objective was to investigate the prevalence, types, distribution and associations of psychosocial problems among university students in Uganda. It was part of a larger PhD study that validated an instrument for assessing university students' psychosocial problems in Uganda. This study employed a descriptive cross sectional survey technique. Five universities participated in a survey conducted during the 2012/13 academic year. Out of 1101 approached students, 976 (88.6%) completed the survey which included a socio-demographic questionnaire, study program characteristics, medical health questionnaire and the University Students Evaluation of Psychosocial Problems (USEPP) instrument which was used to evaluate the psychosocial problems. The prevalence, types and distribution of psychosocial problems among the students was established using descriptive statistics and regression analysis established the relationship between psychosocial problems and the correlates of interest. The estimated prevalence of psychosocial problems among the university students was 36.5%. Students living in off-campus hostels, having chronic medical conditions, and those with a previous history of mental health problems and who perceived their health as poor/fair were at a higher risk of psychosocial problems. These findings highlight to the need to initiate policies to address the students' psychosocial problems.
The impact of psychosocial problems on the development of psychopathology (depression/anxiety) among university students is an area that greatly remains unexplored leading to insufficient assessment of the mental health status of the students. Consequently, students' psychosocial problems and psychopathology if left untreated and unchecked, they may severely interfere in their everyday functioning and manifest compromised social cohesion, mental health and wellbeing, with the increased likelihood of future instability and conflict. The aim of the study was to address a broader understanding of a multidimensional aspect of psychosocial problems to the development of psychopathology (anxiety, depression) for university students in Uganda. It was hypothesized that there is no relationship between exposure to psychosocial problems and the development of psychopathology. This cross-sectional study was a secondary analysis of data from the PhD study on development and validation of an instrument to measure psychosocial problems of university students. The University Students Evaluation of Psychosocial Problems (USEPP) instrument was used to evaluate psychosocial problems. The two symptoms of psychopathology denoting common mental disorders were measured using the Hopkins Symptom Checklist 10 (HSCL-10). Regression analysis was performed to establish the relationship between psychosocial problems and psychopathology. The findings of this study revealed that students having psychosocial problems were significantly related to the development of psychopathology. The findings highlight to the need to put intervention measures to address the students' psychosocial problems and mental health disorders by putting counselling infrastructure in institutions of learning to address the mental health needs of the students.
Establishing the nature of psychosocial problems for effective intervention through quantitative assessment by university counselors in Uganda is impeded for lack of instruments that are developed or validated in their own environments or they are too costly on the market. This has left many vulnerable university students and the university mental health very much compromised. The aim of the study was to develop a psychometrically sound psychosocial instrument that could be used to identify psychosocial problems among university students for professional intervention. An exploratory, cross-sectional study employing random sampling technique with both qualitative and quantitative approaches was used in the development and validation of the instrument.Respondents from university students and key informants were involved. The resulting 17-item USEPP (University Students Evaluation of Psychosocial Problems) was interpreted as a four dimensional measure of psychosocial problems namely, emotional, concerns, trauma experiences, antisocial behavior, and academic concerns among university students. USEPP cut off point was established at 18 and it reported sensitivity at 99.1% (95% CI = 95-100), specificity at 98.03% (95% CI = 96-99) p < 0.0001, +PV = 95, -PV = 96. AUC (area under curve) = 0.997. It has an internal consistency of 0.81. It was validated with HSCL-10 a psychological distress instrument. The validation indicated that USEPP measures psychosocial factors, it discriminates university students with or without psychosocial problems and that it can predict psychological distress. USEPP may be used to screen for psychosocial problems among university students for early intervention and for research purposes.
USPPDT (University Student Psychosocial Problems Development Theory) is a psychological model that seeks to explain university students' mental health. The model is an outcome of a Ph.D. study at Nkumba University that developed and validated an instrument to measure university students' psychosocial problems in Uganda. USPPDT is multidimensional suggesting that emotional, academic, antisocial behaviour problems and traumatic experiences, student demographic characteristics, study program characteristics and student related burden characteristics explain and predict psychosocial problems among university students. USPPDT posits that psychosocial vulnerability which has been identified as emotional, academic, antisocial behavior problems and traumatic experiences through a psychometrically sound instrument has a role to play in the understanding of university students' mental health problems.
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