H.E. EWEKA

This study investigated social work intervention strategies addressing intimate partner abuse (IPA) in Egor Local Government Area, Edo State, Nigeria. The objectives were to assess the prevalence and forms of IPA, identify socio-cultural factors influencing its occurrence, evaluate the effectiveness of existing interventions, and examine challenges faced by social workers. A quantitative research design was employed, and data were collected using structured questionnaires administered to adult residents, including survivors and social work professionals. Of 400 distributed questionnaires, 386 were completed and analysed using descriptive statistics. Findings indicated that physical, emotional, sexual, financial, and controlling behaviours were the most common forms of IPA in the area. Socio-cultural factors such as patriarchal norms, poverty, unemployment, misinterpretation of religious teachings, weak institutional responses, and family pressures significantly contributed to the persistence of abuse. Social work interventions—including counselling, public awareness campaigns, economic empowerment initiatives, legal advocacy, and collaboration with community leaders were found to be moderately effective. However, limited resources, stigma, fear of victim-blaming, and inadequate inter-agency collaboration constrained their full impact. The study concluded that while existing interventions have mitigated IPA to some extent, more integrated, well-resourced, and culturally sensitive strategies are required. Recommendations included strengthening institutional support, enhancing community sensitisation, promoting gender equity, and providing continuous professional development for social workers. The study contributes empirical evidence for policy formulation and practical guidance for social work interventions targeting intimate partner abuse in urban Nigerian contexts.

This study investigates the effects of conflict on the academic performance of students at the University of Benin and explores the implications for social work interventions. Drawing on the Social-Ecological Model, the research examines how academic, personal, and social conflicts ranging from grading disputes and interpersonal tensions to financial stress impact students’ academic outcomes and mental well-being. Using a mixed-methods approach, the study analyzes students’ coping mechanisms, evaluates the effectiveness of existing conflict resolution structures within the university, and identifies gaps in institutional support. Findings reveal that unresolved conflicts contribute to decreased academic motivation, heightened anxiety, and lower performance metrics. While some students employ adaptive coping strategies, many rely on avoid an ceorpeer support, which may not yield sustainable academic success. The study highlights the limited accessibility and perceived ineffectiveness of current university conflict resolution mechanisms. I tunderscores the critical role of social workers in educational settings, advocating for their integration into university systems to provide counseling, mediation, and psycho-social support. There search concludes with practical recommendations for social work-led interventions aimed at fostering a more supportive and resilient academic environment.

This study investigates the effects of conflict on the academic performance of students at the University of Benin and explores the implications for social work interventions. Drawing on the Social-Ecological Model, the research examines how academic, personal, and social conflicts ranging from grading disputes and interpersonal tensions to financial stress impact students’ academic outcomes and mental well-being. Using a mixed-methods approach, the study analyzes students’ coping mechanisms, evaluates the effectiveness of existing conflict resolution structures within the university, and identifies gaps in institutional support. Findings reveal that unresolved conflicts contribute to decreased academic motivation, heightened anxiety, and lower performance metrics. While some students employ adaptive coping strategies, many rely on avoidance or peer support, which may not yield sustainable academic success. The study highlights the limited accessibility and perceived ineffectiveness of current university conflict resolution mechanisms. It underscores the critical role of social workers in educational settings, advocating for their integration into university systems to provide counseling, mediation, and psycho-social support. The research concludes with practical recommendations for social work-led interventions aimed at fostering a more supportive and resilient academic environment.