Abstract
Most African universities including Nigeria have witnessed youth violent activities laced with campusconfraternities. The disturbing phenomenon has led to several theories on the emergence of this worrisome trendand what could be done to stave it off. This paper reviewed the major theoretical perspectives on the campuscult-violence and its attendant psychopathological behaviour among Nigerian youths. The review is selective andconfined to the theoretical and investigative perspectives which presumably best fit Nigerian models ofsocio-cultural background. In the light of the existing empirical research which bears upon these theoreticalconclusions; a conceptual framework – psycho-infrastructuralism was proposed as an intervention model. Theframework shows the linkages between campus cult-violence and key factors of psycho-personality bias,frustration-aggression hypothesis, ethno-political theory and the environmentalist perspectives. It is suggested that,as a complex dynamic process, campus cult-violence activities and its key covariates must be measured andanalyzed within psycho-infrastructural model.
Highlights
Violence is typified by an act of aggression, brutality and unfriendliness
What we have found more disturbing is its permeation into the structure of our educational institutions including the primary and secondary schools!
A few other recent scholars (Olabisi et al, 2003; Mercel (2008) have further established positive relationship among human psycho-personality factors and the potential interactive forces of social-cultural variables and suggested that campus cultism in Nigeria is indicative of deeper psychological trauma; a crisis of identity that is pervasive among youths today
Summary
Violence is typified by an act of aggression, brutality and unfriendliness. When it is physical (not all violent acts are physical) it could end up in bloodshed and destruction of properties. It is an antonym of Peace and Calmness. The situation appears worrisome as it escalates by the day. This state of affairs should be seen as indicators of the socio-economic and political state of affairs of most developing African states in the past two decades or so. What we have found more disturbing is its permeation into the structure of our educational institutions including the primary and secondary schools!
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