Psychosocial Counseling and Its Influence on Students’ Discipline in Secondary Schools
Chapter One
Objective of the study
The objective of this study is to comprehensively investigate and understand the factors influencing student discipline in secondary schools, with the aim of:
- Examine the underlying psychosocial, environmental, and systemic factors contributing to disruptive behavior and disciplinary issues among secondary school students.
- Evaluate the effectiveness of various disciplinary approaches, including punitive measures and restorative practices, in addressing student behavior and promoting positive change.
- Determine the extent to which disciplinary problems impact academic achievement and educational outcomes for both the students displaying disruptive behavior and their peers.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Concept of education, guidance and counselling
In his article, Njagi (2007), quotes a teacher, Melania who describes education as a process. She is quoted as saying education “is a system of passing on and acquiring knowledge, experience, values and skills. It is a lifelong process”. In distinguishing between African indigenous education system and the modern European system she says that African indigenous education was informal but integrated and comprehensive. Its concern was character formation and dissemination of holistic values, while the modern education system is about memory and passing examinations with less emphasis for character and unique value formation. 14 Collins (2002) says that guidance and counselling is important because it provides an insight on working knowledge, skills and attitudes. It is necessary to assist young people to be disciplined and be able to deal with challenges and realities they face in their ever changing environment, understand themselves, their academic social and physical environment, realize their potentials, as well as identify opportunities in a world where chances for further training, employment and advancement continue to dwindle. Learners are counselled to alter any maladjusted behaviour. Since most citizens are involved in education process directly or indirectly, the impact of guidance and counselling is real to them.
Historical development and the need for guidance and counselling
By the end of the 19th century guidance and counselling gathered momentum in Europe and United States of America. Systematic work was done by George Merrill in 1885 at California University. Other contributors to this were Godwin (1911), Weaver (1912) and Davis (1913), (Internet source). In Britain counselling of various kinds came to be offered within the school and college systems in the 1920’s as career guidance for young people to adjust to the demands of college life. Witmer (1990) says that African traditions and cultures guided youth in social roles, values, belief system, sex, regimental roles and skills they would need to enhance their culture. As society is dynamic, there are rapid social and economic changes that affect the students in our schools. The adolescents in schools find it difficult to cope with the challenges that come due to their physical, psychological and emotional changes coupled with the rapid changes in 15 the society.
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 constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine psychosocial counseling and it’s influence on students discipline in secondary schools. Selected secondary schools in Uyo forms 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.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain psychosocial counseling and it’s influence on students discipline in secondary schools. 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 psychosocial counseling and it’s influence on students discipline in secondary schools
Summary
This study was on psychosocial counseling and it’s influence on students discipline in secondary schools. Three objectives were raised which included; Examine the underlying psychosocial, environmental, and systemic factors contributing to disruptive behavior and disciplinary issues among secondary school students, evaluate the effectiveness of various disciplinary approaches, including punitive measures and restorative practices, in addressing student behavior and promoting positive change and determine the extent to which disciplinary problems impact academic achievement and educational outcomes for both the students displaying disruptive behavior and their peers.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, psychosocial counseling is a valuable resource for promoting students’ emotional well-being, enhancing their coping skills, and contributing to a positive disciplinary environment in secondary schools. Its impact extends to personal growth, improved relationships, and the prevention of more severe disciplinary issues. However, to fully realize the potential of psychosocial counseling, ongoing research, investment in resources, and a commitment to equitable access are essential. Ultimately, the integration of effective psychosocial counseling into secondary schools can foster a supportive and nurturing environment where students are empowered to thrive academically and socially while maintaining discipline and well-being.
Recommendation
Based on the findings of the study on psychosocial counseling and its influence on students’ discipline in secondary schools, several recommendations are proposed to enhance the effectiveness of counseling interventions and promote positive disciplinary outcomes:
- Schools should prioritize the availability and accessibility of psychosocial counseling services for all students, ensuring that they are easily accessible and free from stigma. This may involve hiring more qualified counselors, establishing counseling centers, and offering flexible scheduling options.
- Schools should focus on early intervention and prevention strategies by identifying students who may be at risk of disciplinary issues or emotional distress. Implementing preventive programs that target social and emotional learning can help students develop essential life skills.
- Provide ongoing training and professional development opportunities for school counselors and educators to enhance their knowledge and skills in psychosocial counseling. This includes staying updated on best practices, trauma-informed care, and cultural competency
References
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