GUIDANCE AND COUNSELLING 2 LESSON NOTE (PGD 714)

 

UNIT 1: PROCESS AND STRATEGIES IN COUNSELLING

Exam Questions + Textbook Answers + Simple Explanations

LIKELY EXAM QUESTIONS FROM THE UNIT

1. Define counselling process.
2. List the four stages of counselling.
3. Explain what happens during the interview stage.
4. What is the working stage in counselling?
5. Explain the termination stage.
6. Mention two reasons why counselling can be terminated.
7. What is a follow-up stage?
8. Define counselling strategy.
9. List four examples of counselling strategies.
10. State two reasons a client may be referred to an expert.

COUNSELLING PROCESS AND STAGES

1. Meaning of Counselling Process

Question: What is the counselling process?
Textbook Answer: Counselling process is a series of stages gone through by the counsellor to help the client understand and solve a problem.
Simple Explanation: Counselling happens step by step. The counsellor follows stages to help the person solve their problems.

2. Meaning of Counselling Strategy

Question: What is strategy in counselling?
Textbook Answer: Strategy in counselling is the technique or method used during counselling to understand and find a solution to a problem presented by the client.
Simple Explanation: Strategy means the plan or method a counsellor uses to help someone solve their problem.

3. Number of Stages in Counselling

Question: How many stages are there in the counselling process?
Textbook Answer: There are four stages:

1. Interview stage
2. Working stage
3. Termination stage
4. Follow-up stage
   Simple Explanation: Counselling has four steps — talking, solving, ending, and checking.

STAGES OF COUNSELLING

Stage 1: Interview Stage / Phase

Question: What happens during the interview stage in counselling?
Textbook Answer:

• The counsellor and client meet for the first time.
• The counsellor makes the client comfortable and asks simple questions like name, class, parents, friends, and school progress.
• The counsellor assures the client that their discussion is confidential to gain trust.
• The counsellor listens patiently, shows empathy, and treats the client with respect regardless of age, sex, religion, or background.
  Simple Explanation: This is the first meeting stage. The counsellor makes the client relaxed, builds trust, and listens carefully without forcing the person to talk.

Stage 2: Working Stage / Phase

Question: What happens during the working stage in counselling?
Textbook Answer:

• The counsellor fully engages the client to discuss the problem.
• If the client hasn’t said their problem before, the counsellor uses questions like “Are you okay?” or “What brought you here?”
• The counsellor suggests techniques and solutions to solve the problem.
• Counselling tools like cassettes, video, and recordings may be used.
• Goals are set together by the counsellor and the client.
  Simple Explanation: This is the problem-solving stage. The counsellor and client talk deeply, find solutions, and decide what to do next.

Stage 3: Termination Stage / Phase

Question: What is termination in counselling?
Textbook Answer: Termination is when the counselling relationship ends because the problem has been solved, the client stops attending, or other reasons like practicum ending or death.
Simple Explanation: This is the ending stage. Counselling stops when the problem is solved or when meetings can’t continue.

 

 

Stage 4: Follow-up Stage / Phase

Question: What happens during the follow-up stage in counselling?
Textbook Answer:

• The counsellor checks on the client after counselling has ended to know if they are following the agreed decisions.
• It is not needed for every client; the counsellor and client decide if it is necessary.
  Simple Explanation: This is the checking stage. The counsellor calls or visits to see if the client is doing well after counselling.

COUNSELLING STRATEGIES (TECHNIQUES)

1. Meaning of Counselling Strategies

Question: What are counselling strategies?
Textbook Answer: Counselling strategies are techniques or tools used by the counsellor to handle a client’s problem and find solutions.
Simple Explanation: They are the skills or tricks the counsellor uses to understand and help the client.

2. Examples of Counselling Strategies

Question: Mention four counselling strategies.
Textbook Answer: Examples include:

• Listening
• Responding
• Interpretation
• Probing
• Exploring
• Restatement
• Confrontation
• Empathy
• Summarization
  Simple Explanation: Counsellors listen carefully, ask questions, explain things, and summarize ideas to help clients.

TERMINATION OF COUNSELLING

1. Reasons for Termination

Question: State two reasons why counselling may be terminated.
Textbook Answer:

1. The problem has been solved.
2. The client is dishonest and stops attending.
3. Referral to an expert when the problem is beyond the counsellor’s skill.
4. Practicum period or school calendar ends.
5. Death of the counsellor or client.
   Simple Explanation: Counselling can stop if the problem is solved, the client doesn’t want to continue, another expert is needed, school closes, or someone dies.

2. Referral to an Expert

Question: Why would a counsellor refer a client to an expert?
Textbook Answer: A client is referred when the problem is beyond the counsellor’s area of competence, for example, medical or educational issues requiring a specialist.
Simple Explanation: If the problem needs a doctor, teacher, or another professional, the counsellor sends the client to them for better help.

UNIT 2: INTERVIEWING AND LISTENING SKILLS IN COUNSELLING

Key Point 1 — Meaning of Counselling Skills

Question 1:
(a) What are counselling skills?

Answer:
Counselling skills are the abilities a counsellor uses to understand the client’s problem and help find solutions.

Simple Explanation:
These are special techniques a counsellor uses, like listening carefully, asking questions, and giving guidance, to help people solve their problems.

Key Point 2  Meaning of Listening Skill

Question 2:
(a) What is listening skill in counselling?

Answer:
Listening skill is the counsellor’s ability to pay close attention to what the client says and how they feel, including their words, tone, and body language.

Simple Explanation:
It means hearing carefully and understanding what the client is saying, instead of just hearing their voice.

Key Point 3 — Importance of Listening Skill

Question 3:
(a) Why is listening skill very important in counselling?

Answer:
Listening is the foundation of counselling. Without good listening, the counsellor cannot understand the client’s problem or apply other techniques like questioning, responding, or advising.

Simple Explanation:
If you don’t listen properly, you can’t know what the client really needs. Listening comes first before helping.

Key Point 4 — Minimal Encouragers in Listening

Question 4:
(a) What are “minimal encouragers” in counselling? Give two examples.

Answer:
Minimal encouragers are short words or sounds a counsellor uses to show the client they are listening and want them to keep talking. Examples include:

·         “Yes”

·         “Tell me more”

·         “I see”

·         “I’m listening”

Simple Explanation:
When someone is talking, saying “hmm,” “okay,” or “go on” makes them feel free to explain more. Counsellors use the same method.

Key Point 5 — Factors That Affect Good Listening

Question 5:
(a) Mention four factors that can affect effective listening in counselling.

Answer:
According to the textbook, the factors are:

1.      Inability of the client to hear the counsellor.

2.      Lack of trust between the client and the counsellor.

3.      When the client is shy or timid.

4.      Tension or anxiety.

5.      Gender influence, religious differences, or socio-economic status.

Simple Explanation:
Sometimes, clients find it hard to talk if they are scared, shy, worried, or don’t trust the counsellor. These problems can block proper communication.

Key Point 6 — Meaning of Interviewing Skill

Question 6:
(a) What is interviewing skill in counselling?

Answer:
Interviewing skill is the counsellor’s ability to talk with the client in a friendly way to understand their problem and guide them toward a solution.

Simple Explanation:
It means asking the right questions and having a smooth conversation to know the client’s real problem.

Key Point 7 — Importance of Interviewing Skills

Question 7:
(a) Why are interviewing skills important in counselling?

Answer:
Interviewing skills take about 50% of counselling time. They help the counsellor build trust, show concern, and understand the client better.

Simple Explanation:
When the counsellor speaks gently and asks questions carefully, the client feels comfortable and safe to talk.

Key Point 8 — Relationship Between Listening and Interviewing Skills

Question 8:
(a) How are listening skills and interviewing skills connected in counselling?

Answer:
Listening skills help the counsellor understand the client deeply, while interviewing skills help the counsellor ask the right questions to solve the problem.

Simple Explanation:
First, the counsellor listens carefully, then they talk and ask questions. Both work together to help the client.

Quick Summary Table

Skill	Meaning	Importance	Examples
Listening Skill	Paying full attention to the client’s words and feelings	Helps counsellor understand the problem clearly	Nodding, saying “I see”
Minimal Encouragers	Small words/sounds to keep the client talking	Makes the client comfortable to talk more	“Yes,” “Go on”
Interviewing Skill	Talking with the client to know their problem	Builds trust and helps find solutions	Asking “What is wrong?”
Factors Affecting Listening	Things that block free communication	Can make a client hide problems	Shyness, fear, lack of trust

 

UNIT 3: GROUP DYNAMIC PROCESS IN COUNSELLING

1. Meaning of Group Counselling

Question:
What is group counselling, and why is it used?

Simple Explanation:
This question wants you to explain what group counselling means and its purpose.

Answer:
Group counselling is when people with similar problems are brought together to talk about their issues and get help.
It is used because it helps individuals see that they are not alone, they share experiences, and they find solutions together.

2. Examples of Behaviour Problems Handled with Group Counselling

Question:
Mention four examples of behaviour problems that can be handled using group counselling.

Simple Explanation:
This question asks for examples of problems that make people join a group for counselling.

Answer:
Examples are:

• Excessive fighting
• Drug abuse
• Shabby dressing
• Sexual harassment

(You can also add others like lying, violent outbursts, fatigue, aggressiveness, extreme withdrawal, etc.)

3. Purposes of Forming a Counselling Group

Question:
List five purposes of forming a counselling group according to UNESCO (2000).

Simple Explanation:
This question asks why we create a counselling group — its goals or reasons.

Answer:
The purposes are:

1. To grow in self-acceptance and learn not to demand perfection.
2. To learn how to trust oneself and others.
3. To develop self-knowledge and a unique identity.
4. To become more sensitive to the needs and feelings of others.
5. To clarify personal values and learn how to solve problems.

4. Steps in Forming a Counselling Group

Question:
What are the steps involved in forming a counselling group?

Simple Explanation:
This question wants you to list what a counsellor should do when creating a group.

Answer:
Steps include:

1. Clarify the purpose of forming the group.
2. Announce the counsellor’s intentions and recruit members.
3. Screen and select members carefully.
4. Ask participants questions to know their needs and readiness.

5. Factors to Consider When Selecting Group Members

Question:
Mention three factors to consider when selecting members for a counselling group.

Simple Explanation:
This question asks what the counsellor should check before choosing people for the group.

Answer:
Factors include:

• Size of the group → Children 4-5, Adolescents 8-10.
• Nature of membership → Voluntary is better than forced.
• Nature of the group → Decide if it will be open or closed.

6. Duration and Time of Meetings

Question:
How should the duration and time of meetings be planned for different age groups?

Simple Explanation:
This asks you to explain how long and when counselling sessions should hold.

Answer:

• For children and adolescents → Short and frequent sessions after school hours.
• For adults → 2–4 hours per week, preferably on weekends since they are busy.

7. Place of Meeting

Question:
What should be considered when choosing the place for a group counselling meeting?

Simple Explanation:
This question wants the conditions needed for the meeting place.

Answer:
The place must:

• Be spacious enough to accommodate everyone.
• Have good ventilation.
• Be private and free from distractions.

8. Rules in Group Dynamic Process

Question:
Mention four rules that guide members’ participation in group counselling.

Simple Explanation:
This question asks you to list some rules members must follow.

Answer:
Rules include:

1. Members must avoid taking drugs before or during meetings.
2. Be punctual and regular.
3. No smoking during sessions.
4. Confidentiality must be maintained.

9. Stages of Group Process

Question:
List and explain the four stages of the group dynamic process.

Simple Explanation:
This asks you to name and describe the stages people pass through in group counselling.

Answer:
The four stages are:

1. Initial Stage (Orientation): Members get to know each other and understand how the group works.
2. Transition Stage: Members start expressing feelings and slowly open up.
3. Working Stage: Members work together, support each other, and solve problems.
4. Final Stage: The group ends, achievements are reviewed, and follow-up sessions may be suggested.

10. Follow-Up After Group Counselling

Question:
Give two ways a counsellor can follow up on members after group counselling.

Simple Explanation:
This question wants you to explain what the counsellor does after the sessions end.

Answer:

1. The counsellor can arrange follow-up interviews with members.
2. Members can contact each other for support.
3. A follow-up group session can also be organized.

 

UNIT 4: RECORD AND RECORD KEEPING

1. Meaning of Record Keeping in Counselling

Question:
What is record keeping in guidance and counselling, and why is it important?

Simple Explanation:
This question asks you to explain what record keeping means and why the counsellor needs it.

Answer:
Record keeping is the process of collecting and storing important information about a client.
It is important because without records, the counsellor may not be able to understand the client’s problems or help effectively.

2. Purposes of Record Keeping

Question:
List four purposes of keeping records in counselling.

Simple Explanation:
This question asks why counsellors keep records of their clients.

Answer:
Purposes include:

1. To know each client personally by name.
2. To understand the client’s problems and find solutions.
3. To check the strengths and weaknesses of the school’s guidance programme.
4. To explain the client’s problem to parents, teachers, or specialists when needed.

(Other purposes include using the record for referrals and encouraging the client about their progress.)

3. Types of Information Kept as Records

Question:
Mention five types of information a counsellor should keep as records.

Simple Explanation:
This question wants you to list the details recorded about each client.

Answer:
The counsellor records:

1. Name of the client.
2. Class, age, and gender.
3. Parent’s address.
4. Reports from teachers.
5. Career aspirations.

(Other examples are parent’s educational background, position in the family, and counselling session reports.)

4. Methods of Storing Client Information

Question:
List four ways information can be stored in counselling.

Simple Explanation:
This question asks how a counsellor can safely keep client information.

Answer:
Methods include:

1. Personal file jackets.
2. Tape recorders or cassettes.
3. Video cassettes.
4. Computer storage.

5. Meaning of Evaluation in Guidance and Counselling

Question:
What is evaluation in guidance and counselling?

Simple Explanation:
This question asks what “evaluation” means in relation to counselling.

Answer:
Evaluation means checking the success of a guidance and counselling programme to see how well it meets its goals and to improve on it where necessary.

6. Purposes of Evaluation in Counselling

Question:
State three reasons why counselling activities should be evaluated.

Simple Explanation:
This question wants the reasons for checking how well the programme is working.

Answer:

1. To improve the programme and make it better.
2. To find out its strengths and weaknesses.
3. To ensure accountability to students, parents, and school authorities.

7. Importance of Evaluation to Stakeholders

Question:
Why is evaluation important to the school and community?

Simple Explanation:
This asks why school personnel and the community should care about evaluation.

Answer:

• It helps the principal know if the funds and support for the programme are enough.
• Teachers can know if their relationship with students is good.
• The community and parents can know how the programme is helping their children and if funds are used properly.

MODULE 2

UNIT 1: HISTORICAL AND THEORETICAL DEVELOPMENT OF VOCATIONAL GUIDANCE

INTRODUCTION (Summary)

This unit discusses the historical and theoretical development of vocational guidance. Super and Holland's theories of vocational development were discussed. Also, the information needed for proper planning of vocational guidance for students were provided.

Simple Explanation

The unit is about how vocational guidance started and the theories that explain it. It shows how Super and Holland explained career development and what kind of information students need to plan their careers well.

Questions and Answers

Q1: What is discussed in this unit?
A1: The historical and theoretical development of vocational guidance.

Q2: Which two theories were explained in the unit?
A2: Super’s theory and Holland’s theory of vocational development.

HISTORICAL DEVELOPMENT OF VOCATIONAL GUIDANCE (Summary)

Guidance is as old as mankind. From time immemorial, man has availed himself for guidance. Frank Parsons is regarded as the founder of vocational guidance. Vocational guidance was introduced between 1906 and 1908 in the United States of America when youths felt dissatisfied with their vocations, and scientific guidance was introduced.

Simple Explanation

Guidance has always existed, but modern vocational guidance began around 1906–1908 in the USA. Frank Parsons is called the father of vocational guidance. It started because many young people were unhappy with their jobs.

Questions and Answers

Q1: Who is regarded as the founder of vocational guidance?
A1: Frank Parsons.

Q2: Between which years was vocational guidance introduced?
A2: Between 1906 and 1908.

SUPER’S THEORY OF VOCATIONAL DEVELOPMENT (Summary)

Super explained that vocational development is a lifelong process that moves from childhood fantasy to retirement. It is linked to self-concept. He divided vocational development into five stages: Growth, Exploration, Establishment, Maintenance, and Decline.

Simple Explanation

Super said choosing and growing in a career is not one-time but happens in stages across life. The choices we make must fit our self-concept (how we see ourselves).

Questions and Answers

Q1: How many stages did Super identify in vocational development?
A1: Five stages.

Q2: What is important in Super’s theory?
A2: Self-concept.

STAGES OF SUPER’S VOCATIONAL DEVELOPMENT

1. Growth Stage (0–14 years)

Here, children develop self-concept through family, peers, and teachers. Sub-stages: Prevocational, Fantasy, Interest, and Capacity.

Simple Explanation: This is childhood to early teens. Children learn by imitating adults and building ideas about work.

Q&A
Q: At what age does the growth stage occur?
A: From 0 to 14 years.

Q: Mention the four sub-stages of the growth stage.
A: Prevocational, Fantasy, Interest, and Capacity.

2. Exploration Stage (15–24 years)

Young people explore different jobs, make tentative choices, and may try first jobs. Sub-stages: Tentative, Transition, and Trial.

Simple Explanation: Teenagers and young adults start checking which jobs may fit them. They try out options before settling.

Q&A
Q: What is the age range of the exploration stage?
A: 15–24 years.

Q: Mention the three sub-stages of exploration.
A: Tentative, Transition, Trial.

3. Establishment Stage (24–44 years)

People start working seriously, build a career, and stabilize. Sub-stages: Trial and Stabilization.

Simple Explanation: Adults settle into jobs, test if they are right, and try to grow in them.

Q&A
Q: What are the two sub-stages of establishment?
A: Trial and Stabilization.

Q: What is the most productive stage of life according to Super?
A: The Establishment stage.

4. Maintenance Stage (45–64 years)

Focus is on keeping jobs, staying secure, and preparing for retirement.

Simple Explanation: Middle-aged adults hold onto their jobs and plan for retirement.

Q&A
Q: What is the focus of the maintenance stage?
A: Job security and pre-retirement counselling.

5. Decline Stage (65–death)

Retirement stage. People reduce work and take new roles as advisers, grandparents, etc.

Simple Explanation: Old age and retirement. People stop working and share experiences.

Q&A
Q: What are the two sub-stages of the decline stage?
A: Declaration and Retirement.

IMPLICATIONS OF SUPER’S THEORY (Summary)

Super’s theory helps counsellors guide students to: clarify self-concept, make career plans, and link education with work.

Simple Explanation

The theory teaches counsellors to help people know themselves, plan well, and match careers with who they are.

Questions and Answers

Q1: What is the main role of counsellors under Super’s theory?
A1: To help clients clarify self-concept and make suitable career plans.

HOLLAND’S THEORY OF VOCATIONAL CHOICE (Summary)

Holland said career choice is based on personality. He created six personality types: Realistic, Investigative, Social, Conventional, Enterprising, and Artistic.

Simple Explanation

Holland explained that people choose jobs that fit their personality. If job and personality match, people feel satisfied.

Questions and Answers

Q1: How many personality types did Holland identify?
A1: Six.

Q2: What happens when personality and job do not match?
A2: The person may fail and get frustrated.

SIX PERSONALITY TYPES

1. Realistic – strong, like practical work (e.g., mechanic, carpenter).
2. Investigative – thinkers, prefer research (e.g., scientist, professor).
3. Social – like helping people (e.g., teacher, counsellor).
4. Conventional – like routine and order (e.g., secretary, clerk).
5. Enterprising – persuasive leaders (e.g., politician, banker).
6. Artistic – creative (e.g., artist, writer).

Q&A
Q: Which type prefers practical work like mechanics?
A: Realistic.

Q: Who prefers creative jobs like music and fashion design?
A: Artistic.

 

IMPLICATIONS OF HOLLAND’S THEORY

Counsellors must assess students’ personalities and guide them into jobs that fit their traits.

Q&A
Q: What tools can counsellors use under Holland’s theory?
A: Personality and interest inventories like VPI, SDS, and OPQ.

INFORMATION NEEDED FOR CAREER PLANNING (Summary)

Students need information on: personality make-up, interest, education, job nature, job prospects, salary and benefits, and hazards.

Simple Explanation

Before choosing a career, students must know who they are, what they like, the job requirements, pay, promotion chances, and risks.

Questions and Answers

Q1: Mention three facts students should know before choosing a career.
A1: Personality make-up, interest, and education.

Q2: Why is salary important in career choice?
A2: It affects lifestyle, health, and living conditions.

Perfect 👍 thanks for clarifying.
So for each subheading, I’ll do it in three steps:

1. Summary – short points.
2. Explanation – simple teaching notes.
3. Q & A – likely questions with direct answers.

UNIT 2: COLLECTION, PLANNING AND DISSEMINATION OF CAREER INFORMATION

INTRODUCTION

Summary

• Career information helps students know themselves and the world of work.
• Collecting, planning, and sharing this information is a key role in career guidance.

Explanation
Students need the right information to choose careers wisely. Career guidance ensures that information is not just collected but also planned and given to students in useful ways.

Q & A
Q: Why should students be provided with career information?
A: To help them understand themselves and make informed career choices.

OBJECTIVES

Summary
By the end of this unit, you should be able to:

1. Explain what career information is.
2. Describe how to collect, plan, and share it.
3. Assist students in gathering career information.

Explanation
The objectives serve as a guide to what you must learn and achieve from this unit.

Q & A
Q: What are the three objectives of this unit?
A: Explain career information, explain the processes of handling it, and help students use those processes.

HOW TO STUDY THIS UNIT

Summary

• Read carefully, use a dictionary, visit libraries and schools, ask counselors, and reflect on what you read.

Explanation
Studying career guidance requires active participation. You need to seek information from different sources like libraries, universities, JAMB offices, and also consult practicing counselors.

Q & A
Q: Name two sources where you can get more career information.
A: Libraries and JAMB offices.

COLLECTION, PLANNING AND DISSEMINATION OF CAREER INFORMATION

Summary

• Career information service involves collecting, organizing, and sharing data.
• Information is gathered from interviews, visits, books, media, and career events.

Explanation
It is not enough to know about careers; the information must be planned and given to students so they can link it to their future jobs.

Q & A
Q: What is the guidance service that deals with career information?
A: The information service.

INFORMATION COLLECTION AND PLANNING

Summary

• Collected information must be arranged in an orderly way.
• Career information should be given to all students at all school levels.

Explanation
Collecting is the first step, but planning is what makes the information useful. Counselors must identify what type of information is needed and who will benefit from it.

Q & A
Q: Why must career information be planned after collection?
A: To make it meaningful and useful for students.

METHODS OF COLLECTING CAREER INFORMATION

Summary

1. Writing to organizations.
2. Personal visits.
3. Phone calls.
4. Career forums and excursions.

Explanation
Different methods are used depending on cost, convenience, and reliability. For example, writing is cheap but may be slow, while personal visits give first-hand experience but may be expensive.

Q & A
Q: Mention two methods of collecting career information.
A: Writing and personal visits.

DISSEMINATING INFORMATION

Summary

• Dissemination means sharing collected and planned information with students.
• It can be done individually or in groups.

Explanation
Career information should not just stay with the counselor. Students must be exposed to it through talks, inventories, and subject-to-career links.

Q & A
Q: What does dissemination of career information mean?
A: Making career information available to students.

METHODS OF DISSEMINATING CAREER INFORMATION

Summary

1. Career day/week.
2. School assembly.
3. Bulletin board.
4. Career conferences.
5. Excursions/plant visits.
6. Career files.
7. Career library.
8. Electronic media.

Explanation
Each method has a way of reaching students. For example:

• Career day/week brings role models to inspire students.
• Bulletin boards keep students updated.
• Excursions allow students to see workplaces.
• Career libraries give access to written materials.

Q & A
Q: Name three methods of disseminating career information.
A: Career day/week, bulletin board, excursions.

ACTIVITY

Q1: How would you go about collecting and organizing career information?
A: By writing letters, making visits, consulting books, and then arranging the information clearly.

Q2: Discuss three methods of disseminating career information you can use in your area.
A: School assembly, bulletin board, and excursions.

SUMMARY

Summary Points

• Collecting career information means searching for useful data from workplaces, media, and institutions.
• Planning organizes this information to make sense.
• Dissemination makes it available to students through talks, boards, visits, and media.

Q & A
Q: Why is dissemination important in career guidance?
A: Because it ensures students receive the information they need to make career decisions.

Perfect 👍 Thanks for sharing the full text. I’ll now restructure Unit 3 and Unit 4 in the format you asked for:

👉 Each subheading will have

1. Summary (short key points)
2. Explanation (simple child-centred teaching note)
3. Questions & Answers (practice to check understanding)

UNIT 3: PLANNING FOR CAREER DAY/WEEK, CLUBS, PLANT VISITATION OR EXCURSION

PLANNING AND ORGANIZING CAREER DAY/WEEK

Summary:
Career day/week helps students learn about jobs and connect school learning with real work. It requires proper planning, permission from school authority, and resource persons.

Explanation:
To organize a career day or week, the counsellor first gets permission from the school principal who provides funds and venue. Students are informed and prepared to attend. Resource persons are invited to talk about their careers—what they do, qualifications, tools, salary, and challenges. After the program, students’ learning is evaluated.

Questions & Answers:
Q1: Why do we need the principal’s permission for career day?
A1: Because the principal provides funds, support, and venue.

Q2: What should a resource person talk about?
A2: Their career, tools used, subject requirements, salary, opportunities, and challenges.

Q3: Why is evaluation important after career day?
A3: To check if the objectives were achieved and improve future programmes.

PREPARING STUDENTS INTO CLUBS

Summary:
Clubs channel students’ energy into positive activities, preventing them from joining antisocial groups.

Explanation:
The counsellor and teachers form clubs such as debate, cultural, or subject clubs. Students are guided to cooperate, compete positively, and represent the school. Clubs help develop skills, discipline, and teamwork.

Questions & Answers:
Q1: Why should students join clubs?
A1: To use their energy positively and avoid antisocial groups.

Q2: What values do clubs teach students?
A2: Cooperation, competition, tolerance, academic excellence, and morality.

Q3: Give an example of a school club.
A3: Debate club, cultural club, press club, science club.

TAKING STUDENTS OUT FOR EXCURSION/PLANT VISITATION

Summary:
Excursions/plant visits give students real-life learning experiences outside the classroom.

Explanation:
Excursions break classroom routine and make learning fun. They can be to factories, farms, schools, or companies. Students ask questions and observe real work. After the visit, the counsellor and students review what they learned.

Questions & Answers:
Q1: Why do students enjoy excursions?
A1: Because it is different from classroom routine and exciting.

Q2: What happens during a plant visit?
A2: Students see machines, workers, and processes and ask questions.

Q3: Why is reviewing after excursion important?
A3: To check if students learned new things and achieved the objectives.

 

 

 

UNIT 4: WORK STUDY PROGRAMME AND JOB CREATION SKILLS

 

WORK STUDY PROGRAMME

Summary:
Work study links classroom learning with real work experiences, giving students practical exposure.

Explanation:
The programme began in the USA to solve the gap between school and jobs. In Nigeria, it is not fully implemented; students mostly learn theory without practice. Counsellors and teachers must provide practical exposure to prepare students for the world of work.

Questions & Answers:
Q1: What is work study programme?
A1: A programme that links classroom learning with real work experiences.

Q2: Why was it introduced in the USA?
A2: Because students complained that education was not meeting job needs.

Q3: Why is it important in Nigeria?
A3: To give students practical skills and reduce unemployment.

JOB CREATION SKILLS

Summary:
Job creation means using skills and creativity to create employment instead of waiting for government jobs.

Explanation:
Government cannot provide jobs for everyone, so individuals should embrace self-employment. This requires dignity of labour and readiness to start small. Before creating a job, one must consider feasibility, funds, tools, expansion, and profits. Examples include farming, baking, carpentry, day care, transportation, and barbing.

Questions & Answers:
Q1: What is dignity of labour?
A1: Respecting all kinds of work, no matter how small.

Q2: Mention three jobs graduates often neglect but are profitable.
A2: Farming, taxi driving, and baking.

Q3: List two things to consider before creating a job.
A3: Feasibility study and source of funds.

JOB SEARCH

Summary:
Job search is the process of looking for work through applications, interviews, and contacts.

Explanation:
Job seekers must prepare CVs, check newspapers, register with labour offices, and network. Jobs can be temporary, seasonal, permanent, realistic, or situational. Interview preparation and good first impression are very important.

Questions & Answers:
Q1: What are three types of jobs?
A1: Temporary, seasonal, and permanent.

Q2: What should a person do before an interview?
A2: Sleep early, dress well, and prepare answers.

Q3: Why do many people in Nigeria struggle to get jobs?
A3: Because of corruption, godfatherism, and lack of practical skills.

Perfect 👍 Thanks for pasting the full Unit 1: Introduction to Practicum in Guidance and Counselling.

Since you want each sub-heading summarized, explained, and followed with questions & answers, I’ll structure it like this for clarity:

• Sub-heading Title
• Summary (short points)
• Explanation (simple, clear)
• Questions & Answers (for practice / revision)

1. Introduction

Summary:

• Experience is the best teacher.
• Practicum allows student-counsellors to put skills into practice.
• Without practice, skills fade.
• Practicum in counselling is like internship for doctors, nurses, teachers, etc.
• Builds confidence and strengthens counsellor-client relationship.

Explanation:
In counselling, it is not enough to just read books or learn theory. A student must practice with real people to improve. This practice period is called practicum. It allows trainees to test their skills, gain confidence, and prepare for professional life.

Questions & Answers:

1. Q: Why is practicum important in counselling?
   A: Because it helps student-counsellors practice their skills, build confidence, and avoid forgetting what they have learned.
2. Q: Which other professions also do practicum-like training?
   A: Doctors, nurses, pharmacists, and student teachers.

2. What is Counselling Practicum?

Summary:

• A learning experience with growth potential.
• Helps students know their strengths and weaknesses.
• Allows mistakes to be corrected before becoming a professional.
• Supervisors expect students to gain skills, test theories, and use different counselling approaches.

Explanation:
Counselling practicum is the period when student-counsellors practice real counselling under supervision. They gain hands-on experience, test different theories, and correct errors early. This builds them into competent professionals.

Questions & Answers:

1. Q: Define counselling practicum.
   A: It is a learning experience where student-counsellors practice skills, learn from mistakes, and grow in confidence.
2. Q: What are supervisors’ expectations during practicum?
   A: Students should develop skills, test theories, use techniques, and understand client problems.

3. Objectives of Counselling Practicum

Summary:

• Two global objectives: (1) introduce theory, (2) provide practice.
• Eight detailed objectives (Gesinde, 1991):
1. Synthesize ideas from courses
2. Collect and use information
3. Use and interpret tests
4. Handle group activities
5. Show initiative & resourcefulness
6. Acquire administrative skills
7. Develop counselling skills
8. Increase self-understanding

Explanation:
The aim of practicum is not only practice but also to connect theory with reality. Students learn to collect information, test clients, manage group sessions, keep records, sharpen counselling skills, and understand themselves better.

Questions & Answers:

1. Q: What are the two main objectives of practicum?
   A: To learn theory and to practice it under supervision.
2. Q: Mention four of Gesinde’s objectives of practicum.
   A: Synthesizing ideas, using tests, acquiring counselling skills, and increasing self-understanding.

4. Didactic and Practicum Aspects

Summary:

• Didactic aspect: classroom/theory first.
• Practicum aspect: field-based, supervised experience.

Explanation:
Students first learn principles in class (didactic). Later, they apply them in real-life situations (practicum). Both are needed for balance.

Questions & Answers:

1. Q: What comes first—didactic or practicum?
   A: Didactic (theory) comes before practicum.
2. Q: Why is the didactic aspect important?
   A: Because it gives the foundation for practicum.

5. Counselling Practicum Requirements

Summary:

• Setting is very important.
• Schools are the most common practicum sites.
• Other settings: prisons, hospitals, welfare homes, clinics.
• Students should choose settings where they can practice effectively.

Explanation:
The environment where a student practices determines how much experience they get. Schools are most common, but hospitals, prisons, or welfare centres can also work.

Questions & Answers:

1. Q: What is the most common practicum setting in Nigeria?
   A: Schools.
2. Q: Name three other practicum settings.
   A: Hospitals, prisons, remand homes.

6. Levels of Practicum

Summary:

• Pre-practicum preparation: observation, case studies, mock practice.
• Real practicum (field work): practising in schools, industries, welfare agencies.
• Internship: advanced stage, like doctors’ housemanship.

Explanation:
Counselling practicum happens in stages. First, students observe and practice on mock cases. Then, they go into the field for real counselling. Finally, in internship, they work in professional settings, though in Nigeria it is not yet well-developed.

Questions & Answers:

1. Q: What are the three levels of practicum?
   A: Pre-practicum, real practicum, internship.
2. Q: Which stage is like doctors’ housemanship?
   A: Internship level.

Perfect 👍 Raheem, thanks for sharing the full section.
I’ll now summarize, explain, and give practice Q&A for each sub-heading, just like before.

1. Counselling Outcomes Emerging from the Two Aims

Summary:

• Psychological independence (responsibility & tolerance).
• Self-acceptance and acceptance of others.
• Enlightened self-interest.
• Reality acceptance (simple life, discipline, long-term goals).
• Decrease in self-defeating emotions (anger, fear, depression).
• Better self-awareness and world awareness.
• Stronger problem-solving and decision-making.
• Learning new concepts and principles.
• Emotional catharsis (release of bottled-up emotions).

Explanation:
Counselling should lead to positive changes in people’s lives. These include learning to accept themselves, handling emotions better, thinking clearly, solving problems wisely, and living with reality. Clients also learn new ideas and feel emotional relief after talking to a counsellor.

Questions & Answers:

1. Q: What does psychological independence mean in counselling?
   A: The ability to take responsibility for one’s actions and remain oneself without unhealthy restrictions.
2. Q: Why is emotional catharsis important in counselling?
   A: Because it allows clients to release bottled-up feelings, reducing tension and gaining relief.

2. Getting the First Counselling Interview Started

Summary:

• Make client relaxed (greetings, seat).
• Build client’s confidence in counsellor’s ability.
• Start with light or general remarks.
• Ask simple, open questions.
• Avoid jokes about client’s problem or negative remarks.
• Structure the session to orient the client on roles, confidentiality, and expectations.

Explanation:
Starting an interview can feel difficult, but the counsellor should make the client comfortable, earn their trust, and begin with simple questions. Setting clear roles and expectations helps guide the session.

Questions & Answers:

1. Q: How can a counsellor make a client relaxed at the start of an interview?
   A: By greeting warmly, offering a seat, and showing comfort.
2. Q: What should be avoided when starting a counselling interview?
   A: Negative remarks, comparing clients, or making fun of their problems.

3. Skills Required to Get the Relationship Advanced

Summary:

• Reflect client’s feelings and thoughts.
• Communicate understanding effectively.
• Use listening skills: focusing, following ideas, inquiry, reflection.
• Use non-verbal skills: eye contact, nodding, smiling, body language.
• Avoid injurious language.
• Understand that silence may signal doubt, discomfort, or distrust.

Explanation:
After starting the relationship, the counsellor must maintain it by listening well, reflecting feelings, and showing understanding. Non-verbal communication is key, and harmful words must be avoided.

Questions & Answers:

1. Q: What does focusing mean in counselling listening skills?
   A: Maintaining eye contact and concentrating on what the client says.
2. Q: Give one reason why a client may remain silent during counselling.
   A: The client may doubt the counsellor’s ability to keep secrets.

4. Counsellor’s Qualities in Counselling Interview

Summary:
Qualities include:

• Non-condemnation.
• Warmth.
• Confidence and competence.
• Genuineness, sincerity, openness.
• Empathy and sensitivity.
• Objectivity.
• Flexibility.
• Intelligence.
• Recognizing emotional disturbance.
• Good communication skills (verbal & non-verbal).

Explanation:
A counsellor must have both professional and personal qualities. They must be warm, non-judgmental, empathetic, intelligent, and sensitive, while also being objective and flexible.

Questions & Answers:

1. Q: Why is empathy important in counselling?
   A: It helps the counsellor understand and connect with the client’s feelings.
2. Q: What does non-condemnation mean?
   A: Recognizing the worth of the client without judging them.

5. Recognition of Non-Verbal Cues/Behaviours

Summary:
Eight categories:

• Physical traits (face, body).
• Vocal characteristics (tone, pitch, silence).
• Body motion (gestures, posture).
• Touch (handshake, closeness).
• Objects (clothes, belongings).
• Place (preferred locations).
• Space use (sitting distance).
• Time use (punctuality).

Explanation:
Non-verbal behaviour (body language) gives hidden meaning about the client’s emotions and attitudes. A good counsellor observes and interprets these signals.

Questions & Answers:

1. Q: Give two examples of non-verbal cues.
   A: Folding arms (defense) and loud voice (anger).
2. Q: Why is it important to observe non-verbal cues?
   A: Because they reveal emotions the client may not express in words.

6. When and How to Use Non-Verbal Cues

Summary:

• Three approaches:
1. Pick it up immediately.
2. Allow a short delay.
3. Ignore it and continue.
• Counsellor should judge client’s mood before deciding.

Explanation:
Non-verbal cues can be responded to immediately or later depending on the situation. The counsellor must be wise not to make the client uncomfortable.

Questions & Answers:

1. Q: What is the risk of ignoring non-verbal cues?
   A: The client may think the counsellor is incompetent.
2. Q: Who suggested the three approaches to using non-verbal cues?
   A: Gesinde (1991).

7. Interpreting Non-Verbal Cues

Summary:
Examples:

• Erect head → confidence.
• Bowed head → guilt or humility.
• Touching nose → anxiety.
• Artificial cough → doubt, surprise.
• Pressing head with hands → distress.
• Head between palms → sadness, exhaustion.

Explanation:
Each body movement or gesture can show an emotion or state of mind. The counsellor must interpret carefully.

Questions & Answers:

1. Q: What does touching the nose often indicate?
   A: Anxiety or stage fright.
2. Q: What does erect head mean?
   A: Confidence and courage.

8. Client’s Qualities That Encourage Rewarding Counselling

Summary:

• Fluency in speech.
• Willingness to change.
• Humility and respect.
• Punctuality and consistency.
• Honesty.
• Open-mindedness.
• Free expression.

Explanation:
For counselling to work, clients must also play their role. A cooperative, honest, and open client makes counselling successful.

Questions & Answers:

1. Q: Mention three qualities of a good client.
   A: Honesty, punctuality, willingness to change.
2. Q: Why is consistency important for a client?
   A: It shows seriousness and commitment to improvement.

9. Effective Counselling Techniques Used Worldwide

Summary:
Techniques include:

• Questioning.
• Identifying and reflecting feelings.
• Summarizing.
• Restating content.
• Establishing connections.
• Interpreting consequences.
• Confrontation (cognitive restructuring).
• Encouragement & reassurance.
• Giving advice/information.
• Role modelling.
• Hypothetical situations.
• Emotional catharsis.
• Homework assignments.
• Persuasion and pressure.
• Frustration technique.

Explanation:
Counsellors use different tools to guide clients. These include asking questions, reflecting feelings, giving advice, confronting wrong beliefs, reassuring, assigning tasks, and even applying pressure where needed.

Questions & Answers:

1. Q: What does confrontation mean in counselling?
   A: Challenging a client’s beliefs to help them think differently.
2. Q: Give two techniques that help release emotions.
   A: Emotional catharsis and reassurance.

10. Skills for Bringing an Interview to a Close

Summary:

• Summarize issues discussed.
• Identify next steps.
• Ask client if another session is needed.
• Fix appointment (date/time).
• End warmly and non-threateningly.

Explanation:
Closing is just as important as starting. The counsellor should summarize, set goals, fix the next meeting, and end in a friendly way.

Questions & Answers:

1. Q: What is the last step when closing an interview?
   A: End in a warm, friendly, and reassuring manner.
2. Q: Why is summarizing important at the close of counselling?
   A: It reminds the client of progress and agreed goals.

Great, Raheem 👍 I see you pasted a counselling interview case study (Funmi’s case), analysis, and two practice cases (Nzegu & Ogunseye Roberts).

Since you asked earlier for summaries, explanations, and Q&A for each sub-heading, let’s apply the same method here so you can use this for teaching and revision.

 

1. Funmi’s Case (Counsellor & Client Interview)

Summary

• Funmi got admission into universities in Nigeria and London School of Economics.
• Her problem: she wanted to study abroad but lacked financial support.
• Counsellor listened patiently, clarified her real problem (money), and suggested scholarships and aid.
• Funmi applied, and later won a Federal Government Scholarship to study in England.

Explanation

This case shows how a counsellor should not rush into giving advice. Instead, the counsellor must:

1. Listen carefully to identify the real problem.
2. Show empathy and understanding.
3. Provide relevant information (scholarships, opportunities).
4. Encourage the client to take responsibility (writing applications, following up).
5. Maintain hope and motivation.

The counsellor helped Funmi realize she had options and empowered her to act.

Questions & Answers

Q1: What was Funmi’s main problem?
A: Lack of funds to pursue her dream of studying economics abroad.

Q2: How did the counsellor help Funmi?
A: By showing empathy, clarifying her needs, and providing scholarship and financial aid options.

Q3: What lesson can be learned from Funmi’s case?
A: A counsellor should listen, clarify, and empower the client instead of giving premature advice.

2. Analysis of Funmi’s Case

Summary

• Counsellor used indigenous approach (considered family, environment, and personal situation).
• Built rapport with Funmi using empathy and genuineness.
• Clarified her confusion and showed her possible alternatives.
• Allowed Funmi to take responsibility for her own decision.

Explanation

The analysis shows that good counselling involves:

• Understanding the client’s environment and background.
• Building trust through warmth and acceptance.
• Exploring problems objectively.
• Providing alternatives without forcing decisions.
• Encouraging self-responsibility.

Questions & Answers

Q1: What approach did the counsellor use in Funmi’s case?
A: Indigenous approach—considering family, environment, and personal situation.

Q2: Why is it important to let the client take responsibility?
A: Because it helps the client grow, gain confidence, and own the decision.

Q3: What quality of the counsellor stood out most?
A: Empathic listening and providing realistic alternatives.

3. Case of Nzegu

Summary

• Nzegu, 16, lost his father at 4.
• His siblings are academically strong, but he is rebellious and troublesome.
• He resists authority, refuses to cooperate, and is failing in school.
• Mother seeks counselling out of frustration.

Explanation

Nzegu’s problem may come from:

• Emotional issues from losing his father early.
• Feeling inferior compared to high-achieving siblings.
• Lack of motivation and discipline.
• Seeking attention through rebellion.

A counsellor must:

• Work with his mother to understand his emotional needs.
• Use behaviour modification strategies to encourage positive behaviour.
• Provide academic support and mentoring.
• Help Nzegu feel valued and accepted.

Questions & Answers

Q1: What are Nzegu’s main problems?
A: Poor academic performance, indiscipline, and rebellion against authority.

Q2: How would you counsel the mother?
A: Encourage her to show patience, avoid comparisons with siblings, and support him emotionally.

Q3: How would you help Nzegu cope in school?
A: By motivating him, giving counselling support, using rewards for good behaviour, and assigning him responsibilities.

4. Case of Ogunseye Roberts

Summary

• Secondary school student, promoted to class five.
• Loves music and plays the piano.
• Wants to further his studies in music.
• Comes from a poor family and is worried about career direction.

Explanation

Ogunseye’s problem is career decision-making under financial constraints.
The counsellor should:

• Help him explore career opportunities in music.
• Provide information about scholarships, grants, or part-time work.
• Guide him on alternative career paths related to music (teaching, performance, music technology).
• Support him in making a decision that balances passion and financial reality.

Questions & Answers

Q1: What is Ogunseye’s main challenge?
A: Choosing a career in music while coming from a poor family.

Q2: How would you analyse his problem as a counsellor?
A: It is a case of career guidance—balancing passion, financial limitations, and future opportunities.

Q3: What practical help can be given?
A: Provide information on scholarships, connect him with music institutions, and encourage realistic planning.