| dc.description.abstract | This dissertation investigates the complex landscape of suicide ideations among university students, focusing on Makerere University in Uganda. A stratified random sampling technique was utilized, ensuring a representative sample from the diverse student body. Data collection involved self-administered questionnaires, online surveys, and face-to-face interviews, enriched by the validated Suicide Behaviors Questionnaire-Revised (SBQ-R). From a pool of 276 participants, diverse trends emerged. The prevalence of suicide ideation was 26.1%, 16.7% for suicide plans and 10.1% for suicide attempts in the sample. Notably, students aged 15-20 years exhibited a higher propensity for suicide ideations, although without statistical significance. Gender disparities hinted at females being 1.62 times more likely to experience suicidal thoughts, emphasizing the need for gender sensitive interventions. Cohabiting relationships surfaced as a significant risk factor where students in this kind of relationship were almost 8 times more likely to have suicide thoughts compared to those who are not in relationships (OR = 7.92), amplifying suicide ideations substantially. Furthermore, survivors of sexual assault, specifically rape, were at a staggering fivefold higher risk of contemplating suicide (OR=5.17). Substance use was significantly associated with suicide thoughts where student who drink alcohol and take drug were twice likely to have suicide ideas compared to those who don’t use any drug (OR=1.96). Universities should establish specialized counseling programs tailored for students experiencing romantic distress, emphasizing coping mechanisms and communication skills. Comprehensive awareness campaigns should be implemented to inform students about available mental health services, emphasizing confidentiality and benefits. Also, recognizing the higher vulnerability of female students, gender-sensitive mental health services must be provided, addressing unique challenges such as societal pressures and gender-based violence. Integrating mental health education into the curriculum, focusing on stress management and peer support, is vital, especially for younger students. Lastly, the implementation of policies prioritizing mental health, coupled with collaborations with mental health professionals, ensures the continual improvement and adaptation of on-campus support systems, fostering a holistic and proactive approach to student well-being. | en_US |
