CHAPTER ONE
INTRODUCTION
Background to the Study
Perhaps the primary focus of schools is to grant academic achievement and not to provide mental health services. However, students’ psychological and physical well-being have been one of the most important factors impacting academic achievement (Weare, 2000; McGee, Prior, Williams, Smart, & Sanson, 2002). Moreover, the psychological disposition of the students can have a vital impact on their development by affecting their quality of life now and in the future. The healthy development of youngsters may be disrupted at any point in their lives (Horowitz & Garber, 2006).
Therefore, necessary steps needed to be taken to ensure that their growth toward achieving their full potential is not disrupted. School aged children across cultures are prone to several psychological difficulties as a result of their developmental stage (Horowitz & Garber, 2006) and Nigeria students are no exception. Numerous recent epidemiological studies report concerns on the rates of psychological symptoms among school aged children and adolescents. For example, Agbakwuru & Agbakwuru (2012) reported based on a sample of 216 students between the ages of 10 to 20 in Nigeria a depression rate of 19.65% with a higher prevalence rate among females. School personnel, teachers in particular, have a crucial role in terms of identifying developmental and other types of issues and taking necessary precautions to prevent students from developing psychological problems. Teachers, of course, are not trained to be experts in psychological issues and their interventions. However, teachers are expert observers, and after proper training they can recognize the early warning signs of psychological problems (Maras & Kutnick, 1999). Teachers serve a function of being a bridge between school counsellors and students. Classroom teachers spend a substantial amount of time with students, and thus their observation of students and judgments on the characteristics of their cognitive and emotional behaviors would provide vital insight for preparing prevention and intervention programs for a healthy school environment (Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007). Moreover, teachers’ participation and support are crucial for a successful outcome of any of the programs that would be implemented by the psychological counseling and guidance services. Kutcher et al. (1996) rightly suggest that teachers are often the first help source for the majority of the students even in the case of suicide attempts.
Statement of the Problem
The Ministry of Education has directed all schools in Nigeria to establish guidance and counselling departments. This is because caning and other forms of physical punishment have been banned and guidance and counselling is used to instill discipline and achieve positive growth and development in students. It is assumed that trained teachers can serve as providers of guidance and counselling service in secondary schools. However, the question that arises is whether these teachers have the prerequisite professional training in guidance and counselling to enable them effectively provides this vital service. Further, it is important to establish whether there are other challenges that teacher counsellors encounter in their duty of guiding and counselling students. It was thus hypothesized that inadequate training of guidance and counselling personnel, lack of resources, lukewarm support to guidance and counselling programmes and negative attitude to guidance and counselling services will not significantly influence the quality of guidance and counselling services provided to secondary school students in Nigeria.
Purpose of the study
This study assessed the quality of guidance and counselling services in secondary schools with practicing school counsellors in Ondo state. To achieve this, the researcher examined the qualification of personnel providing guidance and counselling services, availability of materials for the successful execution of Nigerian secondary school guidance and counselling services and the impact of guidance programs on students’ adjustment.
This study is meant to examine some major adolescents problems and their counseling strategies specifically, this study sought to,
• To examine if there is any significant difference between male and female secondary school students on psychosocial problems?
• To examine the impact of school guidance counsellors on the psychological problems of secondary school students.
• To examine the impact of school guidance counsellors on the sociological problems of secondary school students.
• To proffer school guidance counselling strategies in solving psychosocial problems of secondary school students.
Research Question
The study will attempt to answer the following question:
• Is there any difference between male and female secondary school students on psychosocial problems?
• What are the impact of school guidance counsellors on the psychological problems of secondary school students?
• What are the impact of school guidance counsellors on the sociological problems of secondary school students?
• What are the impact of school guidance counselling in solving psychosocial problems of secondary school?
Research Hypotheses
• There is no significant difference between male and female secondary school students on psychosocial problems
• There is no significant influence of school guidance and counsellors on the psychological problems of secondary school students
• There is no significant influence of school guidance and counsellors on the sociological problems of secondary school students
• There is no significant influence of school guidance and counselling in solving psychosocial problems of secondary school?
Scope of the Study
The scope of the study is geared towards ascertaining the impact of school guidance counsellors on the psychosocial problems of secondary school students in Akoko South West local government area of Ondo state.
Delimitations of the Study
The study will be delimited by a convenience sample of approximately 20 (twenty) students from ten secondary schools from Akoko South West. Apart from the shortage of fund and time frame, the following limits are expected to be encounter in the study:
• It is recognized that many adolescents may not give factual information as regards their psychosocial problems
• The accuracy of the data was limited by the skills of the researcher and validity of the tests administered.
Significance of the study
The significance of this study is to enable parents, communities, teachers and the government; to understand the psychological problems of adolescents sociological problems their economic problems related to the physical development of the adolescent. Also to proffer counseling strategies to be used in solving problems of the adolescents to enable the adolescents to adjust to their responsibilities, having the prerequisite and requisite knowledge of their mental health and to eliminate negative curiosity of their social life.
Guidance and counselling is the bedrock for achieving self-actualisation. It is a process of helping individuals to understand themselves by discovering their own needs, interests and capabilities in order to formulate their own goals and make plans for realizing those goals. An analysis of guidance and counselling services in providing adequate guidance for secondary school students is of paramount importance; hence the this study.
The result from the study will help in throwing more light on how guidance and counselling services is being implemented in secondary schools in Nigeria and the quality of guidance services received by secondary school students. In addition, it provides information to education planners and school administrators on their responsibility in providing adequate facilities for guidance and counselling services in order for students to receive quality guidance. It also reveals the extent to which guidance and counselling services influence the total development of the potentials and proper adjustment of secondary school students.
Operational Definition of Terms
Adolescents: Adolescence is a period of physical development, as a socio-cultural phenomenon, and as a way of life or a state of mind
Gender: the social fact of being male or female. It depicts identities of masculinity and femininity in relation to patterns of human life.
Peer group: is both a social group and a primary group of people who have similar interests (homophile), age, background, and social status.
Psychological problems: adolescents think how to make new adjustment in order to live a happy life in the society, the adolescent learn to adjust to the complex series of social roles expected of him during adulthood.
Psycho-social: For a concept to be psychosocial means it relates to one’s psychological development in, and interaction with, a social environment.
Sociological Problems: Adolescents sociological problems are the problem of unability to support oneself, the problem from depended childhood to self-sustaining and sufficient adulthood, the problem of social, personal, sexual, religious, political and vocational adjustment and emotional independence from parents.
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