Crisis Intervention Skills on the Biopsychosocial Wellness of Students in Selected Secondary Schools in Kampala and Wakiso Districts of Uganda
Christine Beepath Namazzi, Frank Pio Kiyingi & Andrew P. Yiga
Nkumba University, Uganda
Email: cnamazzi@gmail.com
Abstract: This study examined the influence of crisis intervention skills on the biopsychosocial wellness of students in selected secondary schools in Kampala and Wakiso Districts, Uganda. Guided by Self-Determination Theory and the Biopsychosocial Approach, the study adopted a cross-sectional survey design using mixed methods. The study population comprised 6,692 students, teachers, and school counsellors, from which a sample of 410 respondents was selected using simple random, stratified, and purposive sampling techniques. Data were collected through questionnaires, interviews, and focus group discussions. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and linear regression, while qualitative data were analyzed through thematic content analysis. Findings showed that students generally held positive perceptions of crisis intervention skills and counselling services (M = 3.359, SD = 0.784) and reported moderate to high levels of biopsychosocial wellness (M = 3.420, SD = 0.643). Intellectual and social wellness recorded the highest scores. Correlation analysis revealed a significant positive relationship between crisis intervention skills and biopsychosocial wellness (r = .554, p < .001). Regression results indicated that crisis intervention skills significantly predicted students’ wellness (β = .454, t = 13.84, p < .001), explaining 30.5% of the variance in wellness outcomes (Adjusted R² = .305). The study concludes that crisis intervention skills significantly enhance students’ emotional stability, resilience, coping abilities, social adjustment, and overall wellness. It recommends strengthening school crisis-response systems, training counsellors and teachers in crisis management, and establishing formal referral networks to support students experiencing psychological and emotional challenges.
