Unit One: Nature of Guidance and
Counselling
🔸 POINT FROM TEXT
✅ Explanation
🔸
1. The Meaning of Guidance
“Guidance is to direct, pilot or
guide” (Shertzer and Stone, 1976)
“Guidance is a form of assistance that involves many activities” (Kolo, 1992)
“Guidance refers to a more directive or prescriptive form of assistance”
(Akinade, 1996)
“Guidance is a family name for all helping services” (Idowu, 1998)
✅ Explanation:
Guidance means helping a person know what to do by giving direction or advice.
It involves giving support, especially through useful information, to help
someone make good choices in life—like choosing a subject or a career. It is
more structured and instructional.
🔸
2. The Meaning of Counselling
“Counselling is a more open and less
directive method of helping” (Akinade, 1996)
“Counselling is a face-to-face relationship” (Olayinka, 1972)
“Counselling is an enlightened process that encourages growth” (Makinde, 1983)
“Counselling is a learning process” (Shertzer and Stone, 1976)
✅ Explanation:
Counselling means having a private talk with someone trained to help you.
Instead of giving direct advice, the counsellor listens and guides you to make
your own decisions. It’s personal, emotional, and helps you understand yourself
better.
🔸
3. Basic Differences Between Guidance and Counselling (Kolo, 1992)
|
Counselling |
Guidance |
|
Student-directed |
Tutor-directed |
|
Client and counsellor plan
together |
Tutor gives information |
|
Client assesses needs |
Counsellor does evaluation |
|
Focus on how decisions are made |
Focus on the decision itself |
|
Emotional learning involved |
Feelings not considered important |
✅ Explanation:
In counselling, the student (client) is more involved and makes their
own decisions. It is about understanding emotions and personal growth. In guidance,
the counsellor gives advice or information and the process is less personal.
Guidance is more about what to do, while counselling is about how and why you
do it.
🔸
4. Purposes of Guidance and Counselling
a) “To assist students in making
appropriate and satisfying personal, vocational and educational choices.”
b) “To assist students acquire a positive image of self.”
c) “To assist teachers...understand the needs and problems of each student.”
d) “To assist schools...improve educational objectives.”
e) “To contribute to educational planning.”
f) “To mobilize all resources...for vocational, educational and personal
needs.”
✅ Explanation:
The purpose is to help students and others make wise decisions about life,
work, and education. It builds self-confidence, helps teachers understand
students better, supports schools in planning, and brings all available help
together for the student’s benefit.
🔸
5. Principles of Guidance and Counselling (Okon, 1984; Idowu, 1998)
- Guidance and Counselling is for everyone
- Activities should be based on the needs of individuals
- It must respect human dignity and worth
- It is a continuous process from birth to death
- It is closely related to the teaching process
- It helps each student learn more about themselves
- All staff should be involved
- Requires effective leadership
- Practitioners must act ethically
- Must focus on clients' needs
- Must be confidential
✅ Explanation:
Guidance and counselling must serve everyone and meet their individual needs
with respect and care. It should continue throughout a person’s life, and it
works best when teachers and counsellors cooperate. It must be done by trained
professionals who keep everything private and act honestly.
🔸
6. Need for Guidance and Counselling in Nigeria
a) “Expansion in enrolment of
pupils/students in primary and secondary schools”
b) “Skilled workforce shortage in technical, educational, and medical sectors”
✅ Explanation:
As more students enter school, they need help making the right educational and
career choices. Also, because Nigeria lacks enough skilled workers in many
areas, guidance and counselling can help direct people into needed jobs,
helping both individuals and the country.
🔸 1. Automation in the World of Work
✅ Explanation:
Automation and technology are changing jobs fast. Machines and computers now do
many tasks that people used to do — like using robots in industries or
computers in offices. As jobs change, people must also change careers, move
locations, and learn new skills to remain employable. Because of this, guidance
and counselling are needed to help students prepare for an uncertain future and
succeed in the modern workplace.
🔸 2. Growing Needs of Youths in this Country
✅ Explanation:
Youths in Nigeria have many personal, emotional, and social needs as they grow.
These include:
· Finding their identity
· Learning values
· Building personal relationships
· Making plans for the future
· Becoming independent from parents
Guidance and counselling help young people deal with these developmental challenges and support them in becoming well-rounded, responsible adults.
🔸 3. Repeated Changes in the Education System
✅ Explanation:
Nigeria’s education structure has changed many times (e.g., 8-5-2-3, then
6-5-2-3, now 6-3-3-4). These frequent changes confuse students and parents,
making it hard to plan for the future. Guidance is needed to help students
adjust, make good choices, and understand how the changing system affects their
careers and education paths.
🔸 4. Unrest in Universities and Other Tertiary Institutions
✅ Explanation:
Unrest in universities and changes in academic calendars disrupt students’
academic and career plans. Also, students in universities often face confusion
about subject choices, study habits, and life direction. This mixed group of
students — some serious, others not — need guidance and counselling to help
them adjust, stay focused, and plan their future wisely.
🔸 5. Problem of National Integration
✅ Explanation:
Nigeria has many ethnic, religious, and political groups, which often leads to
division and conflict. Guidance and counselling can help promote unity by
teaching youths tolerance, respect, and shared national values. This helps
create stable citizens who understand and accept each other despite their
differences.
🔸 6. Changes in Home and Family Life
✅ Explanation:
Many Nigerian families are changing. Some parents are too busy to care for
their children, some set bad examples, and others live in cities with people
from many cultures. Divorce, single parenting, and smaller families are also
more common. These changes affect children emotionally and socially, so
counsellors are needed to support students in dealing with family stress and
confusion.
🔸 7. Problems of Cultism
✅ Explanation:
Cult activities in tertiary institutions have increased and become more
dangerous. Students join cults for power or protection but end up in violence
and crime. Guidance and counselling can help by exposing the dangers of cultism
and guiding students to make safe, positive life choices.
🔸 8. Types of Guidance and Counselling
Here are the major types listed in the text:
🔹 8.1 Educational Guidance and
Counselling
✅ Explanation:
Helps students do better in school, manage study time, pick the right subjects,
and solve learning problems. It’s all about helping them reach their full
academic potential.
🔹 8.2 Vocational Guidance and
Counselling
✅ Explanation:
Supports students in choosing the right career based on their interests,
talents, and job opportunities. It also helps with job training, preparation,
and workplace adjustment.
🔹 8.3 Personal and Psychological
Guidance and Counselling
✅ Explanation:
Focuses on helping individuals solve personal, emotional, or social issues. It
includes support in relationships, personal growth, mental health, and
spiritual guidance.
🔹 8.4 Marital Guidance and
Counselling
✅ Explanation:
Helps individuals or couples choose suitable partners and solve problems in
married life, such as communication or conflict issues.
🔹 8.5 Rehabilitation Counselling
✅ Explanation:
Supports people whose lives are disrupted by trauma, war, natural disasters,
accidents, or job loss. It helps them rebuild their lives and regain
confidence.
✅ Summary of School-Focused Types
Only three types are mainly practiced in schools:
· Educational counselling
· Vocational counselling
· Personal/Psychological counselling
UNIT TWO: HISTORICAL DEVELOPMENT OF GUIDANCE AND COUNSELLING, and go through the key points systematically.
Key Point 1: Vocational Guidance Movement (USA)
From the textbook:
The pioneering efforts of Frank Parsons who was the first director at Boston Vocational Guidance Bureau (1908) played a great role in the evolution of modern Guidance and Counselling... Frank Parsons... was also the author of perhaps the first standard text in the career guidance titled "Choosing a vocation" published in 1909.
Explanation:
Frank Parsons is considered the father of guidance in America.
He started the vocational guidance movement to help young
people choose careers wisely, especially during a time of poverty and
unemployment. His book "Choosing a Vocation" laid the
foundation for career counselling.
Key Point 2: Standardized Testing Movement
From the textbook:
The testing movement also led to the development of test devices, which greatly improved inventory and appraisal components of Guidance and Counselling.
Explanation:
This movement introduced psychological and educational tests
(like aptitude or intelligence tests) to help counsellors understand individuals
better. It added scientific tools to the counselling process.
Key Point 3: Mental Health Movement
From the textbook:
Clifford Beers was one of the pioneers of the mental health movement. The publication of his book titled "A Mind that Formed Itself" revolutionized mental health practices and... promoted the development of counselling...
Explanation:
Mental health awareness helped shape counselling into a profession. Clifford
Beers’ personal experience in a mental institution led him to campaign for
better treatment of the mentally ill, thus connecting counselling to emotional
and psychological health.
Key Point 4: Pro-Counselling Legislative Acts
From the textbook:
Some of these legislations are the Vocational Education Act of 1917... National Defence Education Act of 1958... The National Defence Education Act of 1958 more than any piece of legislature promoted the growth of guidance and counselling...
Explanation:
Laws were made in the U.S. to support counselling services in
schools. The most impactful was the National Defence Education Act
(1958), passed because the U.S. wanted to catch up with the Soviet
Union in science and education. It brought massive funding to
train school counsellors.
Key Point 5: Start of Modern Guidance in Nigeria (1958)
From the textbook:
1958 can be regarded as the date of the commencement of modern guidance in Nigeria. That year, the Catholic Reverend Sisters in St. Theresa's College, Ibadan, recognized the need to give adequate career or vocational guidance to their final year students...
Explanation:
Guidance and counselling began formally in Nigeria in 1958,
when Catholic sisters invited professionals to talk to students about careers.
This simple event started the movement across Nigerian schools.
Key Point 6: Formation of Nigeria Careers Council (1967)
From the textbook:
In 1962, Ibadan Careers Council was formed... In 1967, Nigeria Careers Council grew out of the Ibadan Career council... They continued along the line of vocational guidance.
Explanation:
The Ibadan Careers Council was the first organized body
promoting guidance in Nigeria. It later became the Nigeria Careers
Council, which focused on giving students proper career direction.
Key Point 7: Counselling Association of Nigeria (Now CASSON)
From the textbook:
December 1, 1976 marked the birth of Counselling Association of Nigeria at the University of Ibadan... In order to avoid confusion [with other “CANs”], the Association dropped CAN and took up CASSON...
Explanation:
CASSON is the national body for counsellors in Nigeria. It
began in 1976 to promote the profession and offer training and support to
guidance counsellors.
Key Point 8: First Guidance and Counselling Department in Nigeria
From the textbook:
In 1975, the first Department of Guidance and Counselling in Nigeria was established in the University of Ibadan...
Explanation:
The University of Ibadan was the first institution to offer
formal degree programs in guidance and counselling. Other universities followed
after that.
Key Point 9: Federal Government Recognition (National Policy on Education, 1981)
From the textbook:
The Federal Government has inserted the need for guidance and counselling courses in our schools in its National Policy on Education (1981)...
Explanation:
In 1981, the Nigerian government officially accepted guidance and counselling
into the school system, making it a recognized part of education
nationwide.
Key Point 10: Problems Militating Against Guidance and Counselling in Nigeria
Let’s list and explain the five major problems mentioned:
a) Paucity of Trained
Counsellors
Textbook: Ratio should be 1:250, but it was 1:800 or worse.
Explanation: There are not enough trained counsellors, making it hard to meet student needs, especially in public schools.
b) Relative Newness of the
Discipline
Textbook: Guidance started in 1958, long after western education.
Explanation: Guidance is still seen as new and not fully accepted in schools compared to teaching or administration.
c) Doubt about the Efficacy of
Counselling
Textbook: Some adults doubt its effectiveness.
Explanation: Many people, especially older ones, don’t believe in counselling, seeing it as something only children need.
d) Blurred Role of Counsellors
Textbook: Some headteachers see counsellors as rivals.
Explanation: Teachers and school leaders often don’t understand what counsellors do, leading to confusion and lack of cooperation.
e) Resistance from Colleagues
and Principals
Textbook: Counsellors face suspicion and resistance.
Explanation: School authorities sometimes feel threatened by counsellors and may try to limit their work or ignore them.
Would you like me to now pick and explain points from "prospects for guidance and counselling" or from the ACTIVITY QUESTIONS?
Thank you for providing the full text. Now, let's carefully pick the remaining key points (6–11) from the problems militating against the development of guidance and counselling in Nigeria, followed by the prospects of guidance and counselling — using direct references from the textbook before explaining each one in simple language.
PROBLEMS MILITATING AGAINST THE DEVELOPMENT OF
GUIDANCE AND COUNSELLING IN NIGERIA
6. Feeling of Suspicion of the Role/Integrity of Counsellors
From the textbook:
Some school personnel still see the counsellors as having a “hidden agenda”... Some give counsellors negative or derogatory labels... more so where workers doubt the moral integrity of counsellors who give individual counselling to young ones... more serious when a male counsellor treats female students and gives the interaction high confidentiality...
Explanation:
Some teachers and school staff don’t trust counsellors,
especially when they see students, particularly girls, going in and out of the
counselling room. They may assume the counsellor is hiding something or
behaving inappropriately. This suspicion creates a negative image
of counselling in the school.
7. Confidentiality
From the textbook:
Clients expect their secrets... to be kept confidential... referral agents such as teachers, parents, and principals expect counsellors to divulge such information... Revealing the secrets leads to loss of faith... counselling will be the big loser on the long run.
Explanation:
Counselling depends on trust and privacy, but sometimes
teachers or parents want to know what a student shared in confidence. If the
counsellor breaks confidentiality, students will no
longer trust them. But if the counsellor keeps the secret, others may
become suspicious. This makes the work very delicate.
8. Lack of Commitment of Government Officers
From the textbook:
Although... guidance and counselling [is] in the NPE (1981), there is still much to do... adequate planning... both short and long term goals as well as strategies of evaluating the progress...
Explanation:
Although the Nigerian government included counselling in its National
Policy on Education, it hasn’t shown strong commitment
to support the program. There is a lack of proper planning, funding,
and supervision, making the program weak in practice.
9. Inadequate Funding
From the textbook:
Enough funds are not allocated to each school... very little is earmarked for counselling purposes... Yet... effective counselling demands adequate funding to purchase items such as psychological tests, journals... organize excursions, Career Day...
Explanation:
Most schools do not have enough money to run proper guidance
services. Counsellors need money to buy tools, arrange career events, and set
up offices. Without funding, counselling becomes ineffective
and limited.
10. Lack of Counselling Office/Room
From the textbook:
Problem of space or office accommodation is common... One may see a counsellor interacting with a client in one corner of the staff room, under a tree... such areas are never distraction-free...
Explanation:
Counselling must be done in a quiet and private space, but
many schools have no dedicated rooms for it. As a result,
counsellors may hold sessions in open or noisy places, which ruins the
privacy and quality of the counselling process.
11. Paucity of Psychological Tests
From the textbook:
There are very few “made in Nigeria”... Several tests... not standardized... few counsellors can identify, use and interpret... Foreign tests may not be culture-fair...
Explanation:
There are not enough local psychological tests developed for
Nigerian students. Most available ones are foreign and may not suit Nigeria's
culture. Also, many counsellors lack training on how to use or
interpret these tests properly, which reduces the scientific accuracy
of counselling.
🟢 PROSPECTS FOR GUIDANCE AND
COUNSELLING IN NIGERIA
Now let’s look at the future (the positive possibilities) for guidance and counselling in Nigeria, as explained in the textbook:
1. Awareness and Acceptance
From the textbook:
The entire educational system in Nigeria is aware of the need... Federal Government approved study programmes... Almost all Nigerian universities have Guidance and Counselling Centres... many bodies are becoming interested...
Explanation:
There is growing national awareness about the importance of
counselling. Most universities now offer counselling courses,
and many organizations are supporting guidance workshops. This
shows the field is gaining recognition.
2. Integration into Teacher Education
From the textbook:
Guidance and Counselling is also being proposed to be integrated into the training of Nigerian Teachers...
Explanation:
Soon, all teachers may be trained in guidance and counselling.
This would help reduce tension between teachers and counsellors and help them work
together to support students more effectively.
3. Increasing Social Problems
From the textbook:
Problems of various types are emerging... marital, family, vocational, retirement problems... As long as these problems exist... guidance counsellors will always have work to do...
Explanation:
As society faces more complex issues (like family conflict,
job stress, or youth misbehavior), counsellors will remain needed
in both schools and workplaces. The more the problems, the brighter the
future for counsellors who can help people cope.
✅
SUMMARY (Simplified)
· Many problems like poor funding, lack of trained counsellors, and distrust are slowing down the growth of guidance and counselling in Nigeria.
· Despite this, the future looks bright because of increasing awareness, teacher involvement, and rising demand for counselling services in society.
Would you like me to turn all this into a study sheet, flashcards, or a PDF summary to help you revise faster?
Here are five key points
picked from your textbook, each followed by a clear explanation based strictly
based on the text content:
1.
Feeling of Suspicion of the Role/Integrity of Counsellors
From the Textbook:
“Some school personnel still see the
counsellors as having a 'hidden agenda’… Some give counsellors negative or
derogatory labels… especially when a male counsellor treats female students and
gives the interaction high confidentiality.”
Explanation:
This point highlights a major challenge counsellors face in schools — mistrust
from other staff. Some teachers or administrators may feel suspicious of
counsellors, thinking they’re hiding something, especially when sessions are
private. In some cases, gender differences (like male counsellors handling
female students) worsen this suspicion. This affects the effectiveness of
counselling because counsellors need to be trusted and respected to help
students.
2.
Confidentiality
From the Textbook:
“Clients expect their secrets… to be
kept confidential… referral agents such as teachers, peers, parents… expect
counsellors to divulge such information… Revealing the secrets leads to loss of
faith in counselling…”
Explanation:
Confidentiality is central to counselling. Students (clients) need to know
their personal issues won’t be shared. However, this often clashes with what
teachers or parents want — they expect counsellors to reveal what’s going on.
When confidentiality is broken, students lose trust and may stop seeking help.
On the other hand, keeping secrets may lead to suspicion from staff. This
creates a difficult situation for counsellors.
3.
Inadequate Funding
From the Textbook:
“Guidance and Counselling is not
well funded… Very little is earmarked for counselling purposes… Yet effective
counselling demands adequate funding to purchase… psychological tests,
journals, gadgets…”
Explanation:
Without proper funding, counsellors can’t carry out their duties effectively.
They need tools like psychological tests, journals, and materials for career
events. Unfortunately, the government often does not allocate enough money for
these needs. This lack of support limits the success of counselling programs in
schools.
4.
Lack of Counselling Office/Room
From the Textbook:
“There is hardly any spare room… one
may see a counsellor interacting with a client in one corner of the staff room,
under a tree… but such areas are never distraction-free…”
Explanation:
Privacy is essential in counselling, but many schools don’t provide proper
office space. Without a quiet, private environment, students may feel
uncomfortable or unsafe sharing their problems. Counsellors are often forced to
conduct sessions in public or noisy areas, which undermines the quality of
support they can offer.
5.
Paucity of Psychological Tests
From the Textbook:
“There are very few ‘made in
Nigeria’ psychological tests… foreign tests may not be culture-fair… Deliberate
efforts should be made to construct and standardize more psychological tests…”
Explanation:
Psychological tests help counsellors understand students' abilities, interests,
and challenges. But in Nigeria, there are few tests designed for the local
context. Most available ones are foreign and don’t fit the Nigerian culture or
education system. This limits the accuracy of assessments. More local,
culturally appropriate tests are needed.
Based on the textbook content
you provided from Unit Three: Characteristics of a Guidance Counsellor,
here’s a detailed breakdown of the requested points:
1.
Give a brief description of a counsellor
From the Textbook:
“The term 'Counsellor' is reserved
for those with professional training in Counselling... The professional
Counsellor is therefore an expert in his area of specialization and also has
cultivated skills in helping people understand their situation, clarify their
values and make informed decisions for which they assume responsibility.”
Explanation:
A counsellor is a trained professional who helps people understand
themselves and their problems so they can make wise decisions and solve
personal issues. Unlike just giving advice, counselling involves a skilled,
purposeful process. A counsellor creates a safe space where clients feel
comfortable sharing their feelings and exploring solutions.
2.
List the six basic qualities of a counsellor according to the American
Personnel and Guidance Association (APGA)
From the Textbook:
The American Personnel and Guidance
Association (APGA) stated six basic qualities a Counsellor should have:
- A belief in each person as an individual
- A commitment to individual human values
- An alertness to the world
- Open-mindedness
- Self-understanding
- Professional commitment
Explanation:
These six qualities emphasize that a counsellor should value each client as a
unique individual, hold firm to human values, stay informed about what is
happening in society, remain open to new ideas, understand themselves, and stay
professionally dedicated. These traits enable the counsellor to support and
guide others effectively.
3.
Identify three major roles played by the counsellor as specified by the
American Counselling Psychologists
From the Textbook (as quoted from
the Dictionary of Occupational Titles):
- Remedial/Rehabilitative Role
"To
help persons who are presently experiencing difficulty."
- This involves helping clients solve current personal,
academic, emotional, or social problems.
- Preventive Role
"To
anticipate, circumvent and if possible, forestall difficulties which may arise
in the future."
- The counsellor works to prevent problems before they
occur, by educating and guiding individuals early.
- Educative and Developmental Role
"To
help individuals to plan, obtain and derive maximum benefit from educational,
vocational and other experiences..."
- This means helping people grow personally, socially,
and academically so they reach their full potential.
Explanation:
The counsellor doesn’t only solve problems. They also help to prevent future
problems and support overall development. This makes the counsellor vital to
the school and the community.
Let me know if you’d like a
breakdown of:
- The personality attributes of a counsellor
- The roles to specific groups (students,
teachers, parents, administrators)
- Or assistance with Activity II if it follows
this section.
Here is a brief examination and
explanation of all the seven basic guidance services that make up a viable
school guidance programme, based strictly on your textbook content:
1.
Orientation Service
Definition (from the textbook):
This service is designed to assist students to adjust better when in new
environments.
Explanation:
Orientation helps new students adapt to school life — emotionally, socially,
physically, and mentally. It includes introducing them to:
- School rules and regulations
- Clubs and societies
- School buildings and facilities
- Key school officials and services (like counselling)
Activities include:
- Group lectures
- Discussions
- Film shows
- Field trips around the school
This service must be well-planned,
inclusive, and involve prepared speakers and suitable venues
for it to be effective (Kolo, 1992).
2.
Appraisal Service
Definition (from the textbook):
A service that is used to collect information on the individual to help in the
process of guidance and counselling.
Explanation:
The purpose is to evaluate a student’s strengths, weaknesses, interests,
abilities, and personality. This helps counsellors create accurate
treatment or support plans.
Tools used include:
- Psychological tests
- Observations
- Interviews
- Review of academic records
The counsellor selects the method
based on the nature of the client's problem and available resources.
3.
Information Service
Definition (from the textbook
summary):
A service designed to provide students with data about educational, social, and
vocational opportunities in their environment.
Explanation:
This service equips students with the right information to make informed
decisions about:
- Career paths
- Academic programmes
- Social engagement opportunities
It supports students in planning
their future effectively by giving them access to relevant and timely
information.
4.
Placement Service
Definition (from the textbook):
The goal is to assist students to secure appropriate placement in education,
the world of work, or other relevant programmes.
Explanation:
Placement matches individuals with roles, studies, or activities that suit
their:
- Interests
- Abilities
- Personalities
- Age
Examples:
- Class placements
- Sports and clubs
- Career/job placements
- Assignments like head prefect or club leader
Kolo’s (1992) 4 placement
principles:
a) Must reflect current needs
b) Should benefit everyone
c) Involve cooperation from all staff
d) Must protect clients from being forced
5.
Follow-Up, Research and Evaluation Services
Definition (from the textbook):
A service that seeks to determine the effectiveness of school guidance
programmes.
Explanation:
After students have received counselling or been placed in roles, this service:
- Tracks their progress
- Evaluates outcomes (e.g., academic improvement, reduced
truancy)
- Checks if guidance objectives are being achieved
It also involves research
into how effective the counselling strategies or services have been.
6.
Referral Service
Definition (from the textbook):
Sending your client to another person or place in order to continue the service
needed by that client.
Explanation:
When a counsellor cannot fully help a student due to:
- Limited time or expertise
- Lack of client cooperation
- Personal closeness
They may refer the student to a better-suited professional (e.g., medical doctor, psychologist).
Important: The counsellor should follow up after referring the
client to ensure they receive proper help.
7.
Counselling Service
Definition (from the textbook):
A face-to-face relationship between a counsellor and a client to solve or
better understand a problem.
Explanation:
This is the core of guidance services. Counselling helps clients:
- Live well with themselves and others
- Reach life goals without hurting others
- Develop positive problem-solving behaviour
Types of counselling offered in
schools:
- Vocational counselling: For career decisions and preparation
- Academic counselling:
For improving learning and academic success
- Personal-social counselling: For resolving interpersonal and emotional issues
✅
In Summary (Key Points):
|
Guidance Service |
Main Purpose |
|
Orientation |
Help new students adjust to school |
|
Appraisal |
Understand student’s abilities and
needs |
|
Information |
Provide data about careers,
schools, and social opportunities |
|
Placement |
Match students with suitable roles
or programmes |
|
Follow-Up/Research |
Check if guidance services are
working |
|
Referral |
Send client to external help when
needed |
|
Counselling |
Solve problems through personal
interaction |
✅
I. GUIDANCE ROLES AND RESPONSIBILITIES OF MAJOR
STAKEHOLDERS
We'll look at each stakeholder one by one, pick their key points from the text, then explain.
🔹 1. The School Principal
Key Responsibilities (from textbook):
1. Recognize and appreciate the need for a comprehensive school guidance programme.
2. Provide budget, facilities, and administrative support.
3. Coordinate guidance activities with other staff.
4. Set up school guidance committees.
5. Develop in-service training for guidance staff.
6. Mobilize community-based resources.
7. Create a growth-promoting school climate.
Explanation:
The principal is the chief executive in the school and must
ensure guidance services are prioritized. They fund it, lead the team, organize
structures like the guidance committee, and support counsellors and teachers
with training. Most importantly, they must make the school a safe and
supportive place for student development.
🔹 2. The Classroom Teacher
Key Responsibilities (from Zeran & Riccio, 1962):
1. Observe and understand student behaviour.
2. Provide personal, educational, and occupational info to students.
3. Support students’ self-understanding and goal setting.
4. Cooperate in planning and evaluating guidance programmes.
5. Participate in in-service training and case conferences.
6. Refer students beyond their own competency.
7. Integrate guidance into teaching (subjects, activities, curriculum).
Explanation:
Teachers are frontline support for students. They’re in daily
contact with learners, so they are key in detecting emotional,
academic, or behavioural issues early. They must be guidance-oriented
in their teaching and refer students for further help when needed.
🔹 3. The School Counsellor
Key Responsibilities (from Zeran & Riccio, 1962):
1. Evaluate and improve their professional capacity.
2. Clarify their role with the principal and staff.
3. Encourage teachers to identify and refer students.
4. Help potential dropouts and gifted students.
5. Organize and participate in case conferences.
6. Maintain public relations and consult with parents.
7. Support the school library and teachers with information materials.
8. Refer cases beyond their competence.
Explanation:
The counsellor is the technical leader of the guidance
programme. Their job includes helping students with personal, academic, and
vocational challenges while working cooperatively with staff, parents,
and community. They also organize records, identify special cases
(e.g., dropouts), and evaluate the programme.
🔹 4. The Parents or Guardians
Key Responsibilities:
1. Provide information to guide their children effectively.
2. Encourage their children to use counselling services.
3. Use school guidance services to better understand their child.
4. Examine the home environment.
5. Teach children values like honesty, responsibility, and self-discipline.
Explanation:
Parents play a supportive and cooperative role. Their insights
into their children’s backgrounds, behaviour, and home conditions help
counsellors better serve students. When parents promote good values and
encourage their children to seek help when needed, the guidance programme
becomes more effective.
🔹 5. The Pupils/Students
Key Responsibilities:
1. Cooperate with staff when referred to counselling.
2. Recognize the authority and role of the counsellor.
3. Use guidance services and materials available.
4. Be open and truthful during counselling.
5. Promote guidance services to peers.
6. Inform parents about the needs of the guidance programme.
Explanation:
Students are not just passive recipients. They must actively
participate, seek help, open up during counselling sessions, and
promote awareness among peers. They can even involve their parents to support
the programme.
✅
II. COMMUNITY PARTICIPATION IN SCHOOL GUIDANCE
Key Areas of Participation (from textbook):
1. Referral resource base: Community professionals like doctors, psychologists, social workers, etc., can support school counselling services.
2. Interest in school activities: Community should attend and support school guidance events.
3. Provide work-study opportunities: Companies and trades in the community can give students real-life career exposure.
4. Field trips: Community organizations can host students for educational visits.
5. Placement services: Job and education opportunities in the community must be well-understood by the school.
6. Career talks and resources: Professionals in the community can serve as resource persons to inspire and inform students.
Explanation:
The school does not operate in isolation. The community’s involvement
enriches guidance programmes by offering real-world connections, exposure,
resources, and relevance. Counsellors must therefore build strong relationships
with community members and organizations.
✅
SUMMARY CHART: STAKEHOLDER ROLES
|
Stakeholder |
Key
Roles |
|
Principal |
Leadership, funding, policy, climate setting, coordination |
|
Teacher |
Early detection, referrals, integration of guidance into
teaching |
|
Counsellor |
Technical leader, provides counselling, supports staff,
evaluates programme |
|
Parents |
Provide information, encourage guidance use, instill
values at home |
|
Students |
Use services, cooperate, share info, promote awareness |
|
Community |
Offers resources, support, opportunities, and real-world
career exposure |