The Efficacy of Individual e Peer Mentorship Services on Mental Health among University Students Engaging in Transactional Sex in Laikipia University

Abstract

Food insecurity is associated with increased sexual risk through transactional sex and lack of ability to negotiate safer sex. Food insecurity is associated with HIV acquisition risks through behavioural (e.g., Transactional sex) and mental health (e.g., alcohol use, depression) pathways. Food insecurity has also been associated with increased sexual risk practices among HIV-positive youth in sub-Saharan Africa (Aberman et al., 2014). Most university students in low or middle-income countries face many financial problems, leading them to Transactional Sex (TS) for survival, which creates challenges in their academic progress and mental health. This behavioural trend has been a significant cry by parents and other stakeholders in towns and suburbs with university campuses around them. The purpose of this study was to determine individual e-peer mentorship services on the mental health among university students engaging in transactional sex in Laikipia University. The research team recruited and trained 20 peer mentors to empower 20 university students (18-24yrs) who engage in transactional sex to improve mental health literacy and for sustainable psycho-social status. Peer relations, counselling, communication, and social skills were imparted under the guidance of research experts. The peer mentor trainees underwent the e-Peer Mentorship Model training. The research team developed indicators that were used to rate the targeted outputs and outcomes from time to time. To track the progress in behavioural change, the research undertook a baseline survey of the mental issues affecting female students engaging in TS. The study undertook mid-term and end-of-project evaluations to establish differences in mental health issues affecting mentees over the project lifespan. The programme is expected to benefit students by providing them with counselling skills, communication skills, entrepreneurship skills, social skills, and Information Communication Technology skills. The model may be used by universities and other tertiary institutions in handling issues of transactional sex.