Students’ Perception of Unprofessional Conduct of Therapists in the University Community and Its Impact on their Help-Seeking Behaviour in Delta State
This study investigated students’ perceptions of unprofessional conduct among therapists within university communities and its impact on their help-seeking behaviour in Delta State. Although therapists may act within their professional competence, students may still perceive their actions as unprofessional for several reasons. The research addressed two questions and tested two null hypotheses. Employing a correlational, ex-post-facto research design, the study population included all public university students and therapists in Delta State. The sample consisted of 50 therapists or counsellors and 950 students, selected using a stratified sampling technique. Data were collected using a self-developed instrument, the Perceived Unprofessional Conducts of Therapists and Impact on Help Seeking Behaviour of Students Questionnaire (PUCTIHSBSQ), which was validated and demonstrated reliability through a pilot study using the test-retest method, yielding a coefficient index of 0.85 or higher. Descriptive statistics, including simple percentages, mean scores, and standard deviation, addressed the research questions, while Pearson Product-Moment Statistics tested the hypotheses at a 0.05 significance level. The findings revealed students have certain expectations of therapists and have formed perceptions of unprofessional conduct by therapists, such as demeanor, attitude, reporting progress report to management, breaches of confidentiality, inappropriate boundaries, and observed or experienced unprofessional behaviour, significantly impacts students’ willingness to seek help. These perceptions contribute to stigma, reduced trust, and discourage help-seeking. In conclusion, students’ perceptions of unprofessional conduct among therapists can substantially deter students from seeking assistance, thereby compromising their mental health and well-being. Prioritising professionalism, confidentiality, and trust is essential for therapists to create a supportive environment that encourages help-seeking. The professionalism of therapists is therefore critical in shaping students’ help-seeking behaviour, and universities should prioritise this to promote student mental well-being.