UBUNTU PHILOSOPHY, RELIGIOUS COPING AND PSYCHOLOGICAL RESILIENCE AMONG UNIVERSITY STUDENTS IN THE NIGER DELTA REGION OF NIGERIA: IMPLICATIONS FOR COUNSELLING PSYCHOLOGY PRACTICE

Abstract

The increasing prevalence of psychological distress among university students has become a significant concern across higher education institutions in Nigeria. Academic pressure, economic uncertainty, social instability and personal challenges have contributed to heightened levels of stress, anxiety and depression among students. Within the African context, indigenous philosophical traditions and religious beliefs continue to play important roles in shaping coping mechanisms and psychological well-being. The paper examines the Ubuntu philosophy, religious coping and psychological resilience among university students in the Niger Delta region of Nigeria. Ubuntu, an African philosophical worldview emphasizing interconnectedness, communal responsibility, compassion and human dignity, provides a culturally relevant framework for understanding resilience and mental health. Similarly, religious coping practices such as prayer, worship, faith-based social support and spiritual meaning-making offer psychological resources that enable individuals to manage adversity. Drawing on the existing literature in counselling psychology, African philosophy and the psychology of religion, the study explores how Ubuntu values and religious coping strategies contribute to resilience among students facing contemporary challenges. The paper argues that integrating Ubuntu principles and culturally sensitive religious resources into counselling interventions can enhance mental health outcomes and strengthen resilience among university students. Furthermore, the study contributes to ongoing efforts to decolonize counselling psychology by highlighting indigenous African perspectives on psychological well-being. Recommendations are offered for counsellors, educational institutions and policymakers seeking to promote culturally responsive mental health services in African higher education settings.