Research Proposals



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1.1          Background to the Study

Without a doubt, in the past century, the world has witnessed a remarkably harmful surge in the incidence and prevalence of drug and substance abuse which has brought the global society face- to-face with the enormous public health problems associated with drug and substance abuse. The problems experienced as a result of drug and substance abuse are either social or health-related and vary in magnitude from one geographical location to another (Kwokori,  Ogbonna, Mbagwu, Offu, 2023). These problems, whether social or health-related, have economic implications and consequences on the individuals who abuse these substances, on their family members, on the government, and on society at large.

According to Olatuyi and Abulude  (2022), Systemic psychotherapy is a form of psychotherapy that focuses on the individual within the context of their relationships and social systems. It is based on the understanding that an individual’s psychological well-being is influenced by their interactions with others, including family, peers, and community. This approach emphasizes the interconnectedness of individuals and their environments, and seeks to address psychological issues by considering the broader systemic factors at play.



Furthermore, according to Pinsof, Breunlin, Russell  & Lebow (2018) when it comes to academic achievement in teenagers, systemic psychotherapy can play a crucial role in supporting their educational success. Adolescence is a period of significant cognitive, emotional, and social development, and teenagers often face various challenges that can impact their academic performance. Thus, these challenges may include family dynamics, peer relationships, identity formation, and mental health issues.

Systemic psychotherapy provides a framework for understanding and addressing these challenges in a holistic manner, taking into account the complex web of influences that shape a teenager’s life (Falicov & Brachfeld, 2011).


One of the key principles of systemic psychotherapy is the idea of circular causality, which suggests that interactions within a system are bidirectional and mutually influencing.


In the context of academic achievement, this means that a teenager’s performance in school can be influenced by multiple factors within their family, school, and broader social environment. For example, conflicts within the family or peer group may contribute to emotional distress or distract from academic focus. Systemic psychotherapy aims to identify and address these underlying dynamics in order to support the teenager’s overall well-being and academic success.


Furthermore, systemic psychotherapy emphasizes the importance of communication patterns and relational dynamics within families. These patterns can have a significant impact on a teenager’s self-esteem, motivation, and ability to cope with academic challenges. By working with the entire family system, systemic psychotherapists can help improve communication, resolve conflicts. Thus, create a more supportive environment for the teenager to thrive academically (McHale & Lindahl (2011).


In addition to addressing family dynamics, systemic psychotherapy also considers the broader social context in which teenagers operate. This includes factors such as peer relationships, school culture, socioeconomic status, and community resources. By understanding how these external influences intersect with an individual’s internal experiences, systemic psychotherapists can help teenagers navigate social pressures, develop resilience, and access necessary support for their academic endeavors. The effects of systemic psychotherapy on academic achievement of drug abused teenager.


Moreover, systemic psychotherapy recognizes the significance of cultural diversity and its impact on adolescent development. Cultural factors such as language barriers, acculturation stress, discrimination, and cultural values can all affect a teenager’s academic experiences. Systemic psychotherapists strive to create culturally sensitive interventions that honor the unique backgrounds and identities of their teenage clients while promoting academic success within diverse cultural contexts (Gurman, Lebow, & Snyder, 2015).


Research has shown that systemic psychotherapy can have positive effects on adolescents’ academic achievement. By addressing relational dynamics, communication patterns, family systems, and broader social influences. Thus, systemic psychotherapy can contribute to improved emotional well-being and enhanced academic performance among teenagers.

This holistic approach aligns with the complex nature of adolescent development and provides valuable support for teenagers facing academic challenges. Therefore, this study aimed to examine effects of systemic psychotherapy on academic achievement of drug abused teenager in Jos North Local Government Area of Plateau State.


1.2          Statement of the problem

The relationship between systemic psychotherapy and academic achievement in teenagers is a topic of significant interest and importance. Systemic psychotherapy, which focuses on the individual within their family and social context, has been shown to have a positive impact on mental health and well-being. However, its specific effects on academic achievement in teenagers are not yet fully understood. Understanding the potential influence of systemic psychotherapy on academic achievement in teenagers is essential for developing effective interventions to support their educational success.

It has been observed that teenagers often face various challenges that can impact their academic performance, including family conflicts, communication breakdowns, emotional disturbances, and behavioral issues. Systemic psychotherapy offers a holistic approach to addressing these challenges by involving the entire family in the therapeutic process. By examining family dynamics, communication patterns, and relational conflicts, systemic psychotherapy aims to promote positive changes within the family system that can have a direct impact on the teenager’s academic success. Therefore, this study aimed to examine effects of systemic psychotherapy on academic achievement of drug abused teenager in Jos North Local Government Area of Plateau State .


Significance of the Study

  • This study will enlightened researchers and practitioners can gain insights into how mental health support within the family system may positively influence teenagers’ educational success.
  • This research can contribute to the development of comprehensive support systems for teenagers, recognizing the interconnectedness of mental health and educational outcomes within the family context.
  • This study will inform mental health professionals and educators about the potential benefits of integrating systemic psychotherapy into interventions aimed at improving academic performance.
  • Moreover, investigating this relationship can provide valuable insights into the complex interplay between psychological well-being and academic success during adolescence. The effects of systemic psychotherapy on academic achievement of drug abused teenager.
  • This study has the potential to enhance interdisciplinary collaboration between mental health professionals, educators, and families to promote positive youth development.



In conclusion, systemic psychotherapy offers a comprehensive framework for understanding and addressing the multifaceted influences on teenagers’ academic achievement. By considering the interconnectedness of individuals within their families and social systems. Systemic psychotherapy provides valuable insights into how various factors impact adolescents’ educational experiences.

Through its focus on relational dynamics, communication patterns, cultural diversity, and broader social contexts, systemic psychotherapy plays an important role in supporting teenagers’ emotional well-being and academic success.


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Peter Hezekiah

I am Peter Hezekiah, a Nigerian. A graduate of Economics/Education. I'm the Editor in (A online company that deals with writing of final year project and provision of project materials of any topic to final year project students). My personal email is My personal number; +2347068634102

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