The purpose of this study was to investigate the effects of psychosocial well-being on environmental adjustment of secondary school students in Fako Division Southwest Region of Cameroon, considering the implication for counseling. Psychological well-being was appraised from the perspective of self-acceptance, social support, self-perception and personal social counseling. The study employed a cross-sectional survey design with a qualitative approach. In this perspective, typical survey instruments which are interview guides for both students and guidance counselors were used. Schools were involved in the study using simple random sampling, while students were sampled conveniently and all the guidance counselors within schools targeted. A total of 20 students and 20 guidance counselors were involved in the study. The abstraction of the qualitative textual data was reduced through the systematic process of thematic analysis. It was induced that school environment, psychosocial wellbeing, self-acceptance, social support, self-perception and personal social counseling affect environmental adjustment of secondary school students. The findings equally highlighted facilitators and barriers to environmental adjustment. It was recommended that guidance counselors consider these barriers and facilitators in their counseling strategies as to enhance environmental adjustment of secondary school students.
Psychosocial well-being, Self-acceptance, Social support, Self-perception, Personal social counseling, Environmental adjustment, Secondary school, Students, Counseling
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