An Assessment of Basis Counselor Skills on Personal Social Problems of Senior Secondary Students in Jalingo Metropolis
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To ascertain the role of counselor on student personal social problem in secondary school of Jalingo metropolis
- To ascertain the impact of counseling on student
- To find out the impact of counselor skills on academic performance of student
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Personal-social development services
It is the role of school guidance and counseling department to help children with disabilities to cope with school work, make friends, relate well with teachers and develop good interpersonal skills (Madhuku, 2005). According to Gwengo (2003), school counselors should support learners with disabilities to resolve the social and psychological challenges they may encounter within the school and at home. Counseling services should help learners analyze their capabilities, interests, achievements and making decisions (Gichinga, 1995). These services are also very critical for the students with learning disabilities because they need it to solve career, study, personal and social problems they encounter in life. Effective counseling 18 service should assist in improving the self-image of students with LD and facilitate better achievement in academic performance. To the best knowledge of the researcher, no Kenyan research has been carried out on the influence of guidance and counseling services on development social skills of learners with specific learning disabilities. The current study sought to assess the influence of school guidance and counseling services in the development of social skills for learners with learning disabilities in International schools
School counselor’s training in professional counseling
Worldwide, formally and professionally trained school counselors are in great demand (Brigman and Lee, 2008). For example, in Zambia according to Tamilenthi and Mbewa (2012), and in the UK as stated by Platts and Williamson (2000), there is a shortage of school counselors with some professional training in counseling. It is expected that some of the learners with LD in these countries may have limited 20 access to appropriate school guidance and counseling services to address their unique counseling needs. Professional training for school counselors is very important since it equips them with specialized knowledge, skills and attitude which are very key in the provision of guidance and counseling services to learners with and without disabilities (Lockhart, 2003; Milsom, 2002). Bemak and Cornely (2002), stipulate that school counselors who are professionally trained and qualified are very important in the holistic development of learners with special needs and disabilities. Research studies by (Alemu, 2013) in Ethiopa, and (Mahlangu, 2011), in South Africa revealed that school counselors without formal professional preparation and training in SGC are incompetent to address in totality the academic/educational, personal/social and career/vocational concerns of children. Professionally prepared and trained school counselors are indispensable in the holistic development of children with disabilities (Murphy, 2008).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried to examine an assessment of basis counselor skills on personal social problems of senior secondary students in Jalingo metropolis using Selected secondary schools in Nasarawa state as case study form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
TEST OF HYPOTHESIS
HO1: there is no role of counselor on student personal social problem in secondary school of Jalingo metropolis.
H1: there is role of counselor on student personal social problem in secondary school of Jalingo metropolis
HO2: there is no impact of counselor skills on academic performance of student.
H1: there is impact of counselor skills on academic performance of student
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain an assessment of basis counselor skills on personal social problems of senior secondary students in Jalingo metropolis
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of an basis counselor skills on personal social problems of senior secondary students.
Summary
This study was on an assessment of basis counselor skills on personal social problems of senior secondary students in Jalingo metropolis. three objectives were raised which included: To ascertain the role of counselor on student personal social problem in secondary school of Jalingo metropolis, to ascertain the impact of counseling on student and to find out the impact of counselor skills on academic performance of student. The study adopted a survey research design and conveniently enrolled 80 participants in the study. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Jalingo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Most schools had well established guidance and counseling departments and they were functional. A number of guidance and counseling services were provided to students with social problem in secondary schools in Jalingo including, information services, orientation services and peer counseling.
Recommendation
- School guidance and counseling teachers should be involved in the designing and implementation of students with disabilities in their schools. 2. Schools should sensitize the teachers, parents and students on the importance of guidance and counseling in the development of personal social skill of students with disabilities
- Guidance and counseling for students with disabilities should be provided by trained counselors in the area of special needs and disabilities.
- School administrators should provide facilities such as counseling offices, magazines, audio and video tapes to be used during guidance and counseling
References
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- Adelman, H.S., & Taylor, L (2002). School counselors and school reform: New directions. Professional School Counseling. Texas: Macmillan
- Alemu, Y. (2013). Assessment of the provisions of guidance and counseling services in secondary schools of East Harerge Zone and Hareri Region, Ethiopia. Middle Eastern & African Journal of Educational Research 2:28–37.
- Alutu, ANG & Azuka, G. (2006). The guidance role of the instructor in the teaching and learning process. Journal of Instructional Psychology 17(2):157–164. American Counseling Association (2010).
- ACA Code of Ethics. Alexandria, VA: ACA publishers American School Counselor
- Association (2010) Ethical Standards for School Counselors Retrieved from http://www.school counselor.org American School Counselor
- Association (2010) Position Statement: Equity for all students. Retrieved from http://www.school counselor.org/ American School Counselor
- Association (2010) Position Statement: Students with special needs Retrieved from http://www.school counselor.org/
- American School Counseling Association. (2007). The ASCA national model: A framework for school counseling programs. Washington, DC: American School Counseling Association.
- Armstrong, F & Barton, L. (2007). Policy, experience and change and the change for inclusive education: The case of England, in Policy, experience and change: 68 Cross-cultural reflections on inclusive education. (pp 201-203. L Barton &F Armstrong (Eds.) The Netherlands: Springer Publishing.
- Association for Supervision and Curriculum Development (2007).The learning compact redefined: A call to action — A report of the Commission on the Whole Child.
