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THE ROLE OF GUIDANCE AND COUNSELLING SERVICES ON THE MORAL AND SOCIAL DEVELOPMENT OF UNDERGRADUATE STUDENTS OF OLABISI ONABANJO UNIVERSITY

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[icon type=”icon-pencil”]: THE ROLE OF GUIDANCE AND COUNSELLING SERVICES ON THE MORAL AND SOCIAL DEVELOPMENT OF UNDERGRADUATE STUDENTS OF OLABISI ONABANJO UNIVERSITY
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This study, THE ROLE OF GUIDANCE AND COUNSELLING SERVICES ON THE MORAL AND SOCIAL DEVELOPMENT OF UNDERGRADUATE STUDENTS OF OLABISI ONABANJO UNIVERSITY contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: THE ROLE OF GUIDANCE AND COUNSELLING SERVICES ON THE MORAL AND SOCIAL DEVELOPMENT OF UNDERGRADUATE STUDENTS OF OLABISI ONABANJO UNIVERSITY


RESEARCH BODY

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Counselling is a professional field which has a broad range of activities and services aimed at assisting individuals to understand themselves, others, school environment and attain abilities to adjust accordingly.The need for guidance and counselling services in all stages of schools cannot be overstated due to increasinglycomplexities of modern life that have placed heavy demands and responsibilities on students.These students are faced with numerous personal, academic, social and emotional needs and problems in whichif unattended could lead to host patterns of undesirable behaviours (Weiten, 2007). Virtually, all countries haveestablished channels to intensify and improve counselling services in their respective learninginstitutions in attempt to address tenets of students’ behaviours.

The history of guidance and counselling aroundthe world varies greatly based on how different countries and local communities have chosen to provide personal,academic, and social competencies among the post primary students. In Africa, guidance and counselling is an initiative that is aimed at providing information and skills to impart self- awareness and optimal use of students’ potential for holistic growth and development (Muriithi, 2007). Dondo (2004) holds the view that school counselling employs ‘whole person approach’ in addressing the increasingly and complex needs of the students which include social and emotional challenges.

Development refers to a process in which an individual find and adopt modes of behaviour suitable to or the changes in the environment. Hence, devlopment involves an individuals’ general adaptation to own environment and the demands of life such as the way one relates to other people, that is interpersonal behaviour, handles responsibilities, deals with stress and meets own needs and life satisfaction. Students’ adjustment to the school social environment is also important.

In United States of America school social environment incorporates communication and interaction between teachers and students, parents and teachers as well as other stakeholders in the community (New Detroit, 2003). Students who transit to schools find themselves in a new social environment, that is, amidst new lecturers, new students and new systems of relationship patterns (Bragget, Morris & Day, 1999). According to Frydenberg (2002) who did studies in Britain High school students who transit to school are received differently by the tutors and students they meet in the institution. Students’ poor reception in the school can be associated with their increased anxiety and depression (Isakson & Jarvis, 1999) and also with aggression, self-esteem, feelings of personal autonomy and perceived competence (Frydenberg, 2002). Social environment is taken to includes constructs like peer relationship, school norms, classroom culture and school culture (Regis, 2006). This therefore, means that students in higher institution have a challenge of adjusting to new norms, school culture, students and lecturers that are very different from what they were used to in secondary school for learning to take place.

Kaminer (2004) contends that in the United States, the school counselling profession began as a vocational guidance movement at the beginning of 20th century when a systematic school guidance program was developed and provided for the consumption by the schools. The movement emphasized personal issues, social and emotional adjustments in order to develop and promote students’ character and avoid behavioural problems. The goal of counselling services in higher institution is to help every student develop abilities of self-understanding, decision- making, life planning studies on the modification of behaviour among students and action taking to be able to adjust to social and emotional adjustment (Loescher, 2007).

Makinde (1984) singles out a consistent and disturbing secondary school problem as that of relational differences among students, students and teaching staffs, students and support staff and students with either relatives or local community and even students with school administrators or school values. Horgan (2003) holds that despite the seemingly escalating relational challenges in school students, the school counsellors have more impact in enhancing students’ interpersonal social values. Conger and Peterson (1984) articulate that counsellors contribute to students’ behaviour modification through imparting and sustaining interpersonal values. Such values include showing mutual respect to all people, and tolerance especially in times of crisis. In addition, Theodore (2002) contends that school counsellors apply individual or group counselling techniques to help students acquire social values such as love, acceptance, humility and integrity. As noted by Stewart (2003) school counsellors provide social values which tend to propagate students’ healthy interactions amongst themselves and other persons in their surroundings. These values include courtesy, responsibility, integrity, honesty, humility, perseverance and team spirit. KIE (2003) urges that school counsellors play crucial role in equipping students with better knowledge and skills which help students solve interpersonal conflicts amicably and profitably.  Sheldon and Ames (1999) hold the view that emotions are central to all aspects of life, including intellectual performance, social behaviour and physical health. Waiten (2007) has observed that emotional adjustment among adolescents is the most profound and important experience that culminates to the change of behaviour Macharia(2007) have identified school counsellors as key to influencing students’ management of two fundamental emotional reactions which mostly determine the behaviour.

Individual students are capacitated and empowered to vent out their feelings in ways appropriate and acceptable to their school norms (Hurlock, 2007). Loescher (2006) defines anger as a strong emotion often characterized by feelings of great displeasure, indignation, hostility, wrath and vengeance. It’s a completely developmental and at times a natural response to frustration that can be skilfully be dealt with an ease geared to a win- win outcomes. Weiten (2007) postulates that school life is filled with things that can become frustrating and most of those things are totally out of student’s control for instance change in education policy and school administration among others. According to Dondo (2004) all students at different stages of school experience anger at different times as a result of poor performance, conflict between them and teachers, lecturers, parents colleagues, support staff, fellow students and environment. As such, Weiten (2007) urges that dealing with anger can be confusing, it’s hard to know what to do with such powerful and potentially factors that cause anger among students.

Hurlock (2007) contends that school counsellors emerge eminently in assisting students learn to control their anger in order to adapt to their physical and social worlds. Collins (2007) states that when anger is managed in healthy ways, it can be a positive thing, a red flag that something is wrong, a catalyst for change and a good motivator among students. Kabiru and Njenga (2009) have observed that individual, group and crisis counselling in secondary schools help students to examine their anger and use appropriate anger management techniques that positively impact on students’ health, differences s and overall happiness. Gichaga, et al., (2006) highlight some of the anger management techniques imparted in students by guidance counsellors as understanding the cause and nature of their anger, speak and vent out their anger-related feelings constructively, and being cognizant in attempt to stop anger. Collins (2007) views counsellors as people with skills that help influencing individuals’ engagement in the process leading to behavioural change in the right direction. As such, school counsellors play vital role in helping students to understand and apply the most appropriate ways of managing their anger which is the most primal and complex feelings in the range of human emotions (Dondo, 2004). On this background will this study base its findings on the role of Guidance and Counselling services on the moral and social development of undergraduate students of Olabisi Onabanjo University

1.2 Statement of the Problem

Transitions of learners from primary to secondary school and higher institution create adjustment needs in its social environment. Guidance and Counselling has been introduced in all secondary schools in Nigeria to help learners adjust to the diverse environments. Cases of indiscipline, drug abuse, school dropout, school unrest, absenteeism and violence are on the rise in Nigerian secondary schools. These are blamed on students’ maladjustment to the school environment. This raises the question on the effectiveness of Guidance and Counselling in enhancing students’ adjustment. Students who are maladjusted often miss a critical stage of interaction with peers and minimize academic progress and success. This can undermine the Nigeria Vision 2020 overall goal of providing a globally competitive and adapting human resources base to meet the requirement of a rapid industrialized economy through lifelong education and training.

The current study therefore, sought to determine the role of Guidance and Counselling services on the moral and social development of undergraduate students of Olabisi Onabanjo University.

1.3 Objectives of the Study

This study will be guided by the following objectives;

  1. To examine the significant relationship between counseling services and moral development of undergraduate students of Olabisi Onabanjo University.
  2. To examine the significant relationship between counseling services and social development of undergraduate students of Olabisi Onabanjo University.
  3. To examine the significant joint contribution of counseling services on moral and social development of undergraduate students of Olabisi Onabanjo University

1.4Research Questions

  1. Is there a significant relationship betweencounseling services and moral developmentof undergraduate students of Olabisi Onabanjo University?
  2. Is there a significant relationship betweencounseling services and social developmentof undergraduate students of Olabisi Onabanjo University?
  3. Is there a significant joint contribution of counseling services on moral and social developmentof undergraduate students of Olabisi Onabanjo University?

1.5 Significance of the study

The findings of this study would shed light to educational stakeholders about thesignificance of counselling service in helping students on the moral and social development of undergraduates. Some school administrators and teachers in generalwould appreciate the importance of counselling in promoting social development among students and be encouraged to go for Professional training in thediscipline to be able to perform it professionally.

The students would also benefit from the counselling services to have a focus in life and be responsible citizens with the skills in time management as well as upholding good morals.

1.6 Purpose of the Study

This study becomes necessary in order to identify the role of Counselling services on the moral and social development of undergraduate students of Olabisi Onabanjo University.

1.7 Operational Definition of Terms

Counselling-refers to helping process that uses the safety of a special relationshipbetween the counsellor and the counselee-who together explore the thoughts,feelings and counsellor attitudes of the counselee with the objective of tappingthe resources within the counselee to effect healing and change.

Counsellor– refers to a Professional with skills of helping people deal withchallenges in their lives by creating a relationship with them.

Effect-refers to a change produced by an action or cause or an outcome.

Guidance– refers to all the activities rendered by educational institutions, whichare primarily concerned with assisting individual students understand themselves,thus their needs, interests abilities and potentials. Guidance also refers to advisegiven to the students to show them the right direction to take in their academicand social life.

Morals- refer to the right conduct in the life of a person.

Students- refer to a group of people in the learning process in a school.

Social Development: This is the change that occur in a man socially as a results of the happenings and events around him.

Keywords: THE ROLE OF GUIDANCE AND COUNSELLING SERVICES ON THE MORAL AND SOCIAL DEVELOPMENT OF UNDERGRADUATE STUDENTS OF OLABISI ONABANJO UNIVERSITY



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