COPING MECHANISMS AND MENTAL HEALTH OUTCOMES IN ADOLESCENTS EXPOSED TO TRAUMA IN SOME SELECTED SCHOOLS IN THE MEZAM DIVISION, NORTH WEST REGION OF CAMEROON

Abstract

Adolescents residing in conflict-affected regions are disproportionately exposed to traumatic events, which pose significant risks to their psychological well-being and academic functioning. This study investigates the coping mechanisms adopted by adolescents and examines their influence on mental health outcomes in selected secondary schools in the Mezam Division, North West Region of Cameroon. The research is theoretically anchored on four complementary frameworks: Lazarus and Folkman’s Transactional Model of Stress and Coping, which conceptualizes cognitive appraisal and coping strategies; Bronfenbrenner’s Ecological Systems Theory, emphasizing the multi-layered environmental influences on adolescent development; Bandura’s Social Cognitive Theory, highlighting the role of self-efficacy and observational learning in coping; and Erikson’s Psychosocial Development Theory, which situates adolescent coping within identity formation and psychosocial challenges. A convergent mixed-methods design was employed, comprising a stratified random sample of 150 adolescents. Quantitative data were collected using validated instruments measuring coping strategies and mental health indicators including anxiety, depression, and post-traumatic stress symptoms while qualitative data were derived from semi-structured interviews with students, teachers, and school counselors to elucidate contextual nuances of coping behaviors. Quantitative analyses involved descriptive statistics, Pearson correlation, and multiple regression, whereas thematic analysis was applied to qualitative transcripts. Findings revealed that adolescents predominantly employed problem-focused (M = 3.82, SD = 0.56) and emotion-focused coping strategies (M = 3.45, SD = 0.61). Regression analyses indicated that adaptive coping mechanisms significantly predicted reduced levels of anxiety, depression, and post-traumatic stress (β = -0.47, p < .001), whereas maladaptive strategies, including avoidance and risk-taking behaviors, were associated with adverse mental health outcomes (β = 0.39, p < .01). Correlational analyses corroborated a strong negative association between adaptive coping and psychological distress (anxiety: r = -0.52, p < .001; depression: r = -0.48, p < .001). Qualitative insights revealed that supportive peer networks, family guidance, and school-based counseling enhanced adaptive coping, whereas prolonged exposure to conflict, social stigma, and inadequate psychosocial resources perpetuated maladaptive responses. Based on these findings, the study underscores the imperative for school-based psychosocial interventions, resilience and life skills curricula, targeted training for teachers and counselors, family and community engagement, sustained government and NGO support, and systematic monitoring and evaluation frameworks. Implementing these measures can strengthen adolescents’ coping capacity, mitigate the deleterious mental health consequences of trauma, and foster resilience, ultimately contributing to improved psychosocial adjustment and academic outcomes in conflict-affected contexts.