EFFECTS OF PSYCHOEDUCATIONAL INTERVENTIONS ON PROCRASTINATION AND HARM REDUCTION AMONG STUDENTS WITH PSYCHOACTIVE SUBSTANCE USE DISORDERS
Abstract
test, control group, research designs w ere adopted for the study. Participants were 80
undergraduate stu dents from University of Port Harcourt, Rivers State, Nigeria. A purposive sampling method was used to draw 60 males and 20 females between the ages of 20 to 25years. The psychoeducational interventions which lasted for 8 weeks were centered on teaching on procrastination, psychoactive substance mindfulness, emotional regulation and distress tolerance skills. Participants were randomly assigned to four groups A, B, C and D. Group A, B, and C had intervention while group D was the control group with no intervention. Validated Procrastination Assessment Scale (PAS) and Psychoactive Substance Use Inventory (PSU) with correlational coefficients of 0.83 and 0.85 respectively were the source for data collection. Analysis of variance (ANOVA) Statistics was used for data analysis and the results showes that there were significant effects of the independent variables on dependent variables (the mean difference is Significant at p< 0.05 level). The implication of the finding is that psychoeducational intervention has some reduction effects on procrastination and harm associated with psychoactive substance abuse although those in group B (emotional regulation) participants had better result. Discussion implores the use of psychoeducational programs in schools as a result of its’ effectiveness.
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